Standard III A Evidence
Evidence for Standard III.A.1
The District maintains accurate job descriptions and annually evaluates employees’ performance. The District conducted a position classification study in 2017 to ensure that job descriptions matched the work completed by employees. In addition, a compensation study of the organization was conducted (III.A-1, III.A-2).
The hiring of new faculty and staff is governed by: Title 5 regulations, The California Education Code, District Board policies, and the California Community Colleges Chancellor’s Office’s most recent standards (III.A-3, III.A-4, III.A-5, III.A-6, III.A-7, III.A-8). Additionally, board approved policies and procedures related to employment are posted in chapters 3 and 7 of the Gavilan College Board Policies and Procedures webpage (III.A-9). They are as follows:
Faculty: Part-Time and Full-Time
Faculty job requirements are specified by the Academic Senate for California Community Colleges in the Minimum Qualifications for Faculty and Administration in California Community Colleges (III.A-8). These minimum standards and qualifications must be met and verified by each candidate's college coursework and transcripts or the candidate must successfully complete the college's equivalency process. In addition to the mandated minimum qualifications, faculty job announcements contain "desirable qualities" that are specific to the academic discipline and the direction of the department (III.A-25). The Academic Senate, through a collaborative process, may add other requirements in order to meet the institution's programmatic needs.
FIGURE 43 - Human Resources Policies and Procedures
|
General |
AP 7110 Delegation of Authority, Human Resources (III.A-10) BP 7120 Recruitment and Hiring (III.A-11) AP 7120 Recruitment and Hiring (III.A-12) AP 7125 Verification of Eligibility for Employment (III.A-13) |
|
Faculty |
BP 7210 Academic Employees (III.A-14) AP 7211 Faculty Service Areas, Minimum Qualifications, and Equivalences (III.A-15) AP 7212 Temporary Faculty (III.A-16) AP 7215 Academic Employees: Probationary Contract Faculty (III.A-17) |
|
Classified |
BP 7230 Classified Employees (III.A-18) BP 7240 Confidential Employees (III.A-19) AP 7240 Confidential Employees (III.A-20) |
|
Administrative |
BP 7250 Educational Administrators (III.A-21) BP 7260 Classified Supervisors and Managers (III.A-22) |
|
Equal Employment Opportunity |
BP 3420 Equal Employment Opportunity (III.A-23) AP 3420 Equal Employment Opportunity (III.A-24) |
A complete listing of the educational backgrounds of full-time faculty is located in the Gavilan College 2017-2019 Catalog (III.A-26). Part-time faculty must meet the minimum standards and qualifications established for the discipline they are hired to teach. Prior to being hired, faculty candidates must verify their degrees by providing sealed official transcripts from their accredited institutions. Degrees from institutions outside the United States must be verified by a certified verification and equivalency agency.
The faculty hiring procedures were developed in collaboration with the Academic Senate to ensure that the highest caliber of faculty are attracted to the College and subsequently hired (III.A-27). Faculty screening committees can have up to five faculty members in addition to an administrator, representatives from the classified staff, and the student body. The chair of a faculty screening committee must be the faculty department chair in which the vacancy exists. Typically, the screening committee recommends three finalists to the Superintendent/President. The final recommendation for hire is made by president and presented to the Board of Trustees for final approval.
Full-time faculty are hired by using the current Full-time Faculty Two Year Hiring Plan (III.A-28). This plan was created in collaboration with all the faculty department chairs and administration. The plan takes into account the current needs of the College and is examined and amended annually by the administration and department chairs, based upon retirements and other programmatic concerns of the College (III.A-29).
The Human Resources Department (HRD) verifies that applicants meet minimum qualifications. The screening committee then determines the process to be used to identify the best-qualified candidate. The hiring procedures are outlined in the Full-Time Faculty Hiring Procedures (III.A-27). Once a candidate has successfully completed all phases of screening, the HRD conducts a reference check to validate qualifications and past performance in the field (III.A-30).
Faculty are required to meet the minimum qualifications outline for the position. Individuals that do not meet the degree requirement may submit an application along with appropriate documentation to be reviewed by the Equivalency Committee. Degrees held by full-time faculty are published in the Gavilan College catalog for review (III.A-26). Most Gavilan College faculty members hold master’s degrees.
Part-time faculty are selected for hire by the Dean of the particular discipline with the assistance of the Department Chair and the Human Resources Department (HRD). There is a written procedure for the recruitment process which includes the responsibilities of each party (III.A-31). The HRD advertises for the open positions prior to each academic semester and the deans and department chairs screen applications and interview candidates. The selection is made by the dean and department chair and the candidate is placed at the appropriate salary range based on qualifications. Candidates for both full-time and part-time faculty positions must possess minimum qualifications required by the state for the particular classification or establish equivalency to be considered for a position at Gavilan College. The HRD verifies that applicants meet minimum qualifications. The screening committee then determines the process to be used to identify the best-qualified candidate.
All administrators possess undergraduate and graduate degrees. Administrators are also members of professional organizations that provide on-going development and networking opportunities. Gavilan College has 23 administrators/managers and eight confidential employees.
The recruiting and hiring process/procedures are outlined in the Administrative Recruiting and Hiring Procedures (III.A-32). When hiring administrators, the screening committee consists of representatives from administration, faculty, classified staff, the student body, as well as a community representative. When hiring at the executive level Vice President and Superintendent/President, members of the Board of Trustees also serve as committee members.
Hiring procedures for classified personnel follow the same process as hiring for supervisors and confidential staff. Representatives from each constituent group participate as members of a screening committee. Each committee includes the supervisor of the current opening, and representatives from administration, management, faculty, classified professionals, and the associated student body. The College hiring procedures for permanent employee types were reviewed and recommended through the College's shared governance process. The Board of Trustees adopted the procedures (III.A-33).
Relation to institutional mission and goals
The District's mission informs the educational master plan, which informs the hiring plans, and ultimately informs job descriptions and hiring procedures (III.A-34).
There are safeguards in place to assure that hiring procedures are consistently applied. Screening committees formed for the purpose of screening participate in an orientation to review the actual hiring procedures, rules of engagement, importance of confidentiality, proper methods for evaluating applications, interview questions, etc. (III.A-35, III.A-36). Each committee develops and agrees upon interview questions. In order to maintain fairness and consistency, the same questions are used to interview each applicant. In addition, the Associate Vice President of Human Resources and Labor Relations acts as the Equal Employment Officer to ensure District compliance with the laws, regulations, and policies which prohibits discrimination. For example, every interview includes a diversity question (III.A-37).
Analysis and Evaluation Standard III.A.1
The District’s hiring processes for academic managers and faculty follow the criteria for qualifications based on the Minimum Qualifications for Faculty and Administrators in California Community Colleges. Job descriptions reflect the District’s mission and accurately state position duties and responsibilities. These steps have ensured that the institution hires qualified personnel. Most of Gavilan College’s faculty members hold master’s or doctoral degrees. Professional development activities continue to be offered to support and strengthen employee skills and integrate them into the institution.
Faculty qualifications include knowledge of the subject matter and requisite skills for the service to be performed. Factors of qualification include appropriate degrees, professional experience, discipline expertise, level of assignment, teaching skills, scholarly activities, and potential to contribute to the mission of the institution. Faculty job descriptions include development and review of curriculum as well as assessment of learning.
Evidence for Standard III.A.2
Each Gavilan College faculty member must meet the minimum qualifications outlined by the Academic Senate for California Community Colleges in the Minimum Qualifications for Faculty and Administration in California Community Colleges standards, routinely updated and published by the California Community Colleges Chancellor’s Office (III.A-8) This information is clearly stated on the Human Resources website under Employment Opportunities for Full-Time Instructors (III.A-38) and Part-Time and Substitute (III.A-39).
Alternatively, faculty members must possess the appropriate credentials or meet equivalency standards as set by Board policy (III.A-15) and in accordance with statute in the California Education Code (III.A-5). These requirements also apply to temporary credit/non-credit faculty. The appropriate professional and academic work for vocational instructional assignments must be completed to meet minimum qualifications.
Applicants that do not possess the exact required degree listed in the job announcement are reviewed by the equivalency committee (III.A-40). The equivalency committee is composed of an administrator, an academic counselor, and three faculty members (III.A-41).
Faculty candidates are thoroughly reviewed by the College’s screening committees. Using agreed upon criteria, the screening committee evaluates each candidate’s experience and education (III.A-27, III.A-42). The most qualified candidates are then interviewed to allow the screening committee to access each candidate’s strengths as an instructor. Candidates may be required to present a teaching demonstration. Interviews also allow the screening committee to gain a deeper understanding of each candidate’s commitment to diversity and knowledge in specific disciplines.
Most Gavilan College faculty members hold master’s or doctorate degrees. A list of educational backgrounds for all academic administrators and full-faculty are listed in the Gavilan College catalog (III.A-26). As of Fall 2017, the College employed 83 full-time faculty members and 225 adjunct faculty members (100.5 Full Time Equivalent). Most of the full-time faculty members hold graduate degrees.
Job announcements articulate faculty roles, responsibilities, and essential functions, which include developing and reviewing curriculum and assessment of learning (III.A-25).
Analysis and Evaluation for Standard III.A.2
All faculty members demonstrate that they possess the required degrees, credentials, experience, skills, and scholarly activities and can contribute to the College’s values and mission.
Administrators and other employees responsible for educational programs and services possess qualifications necessary to perform duties required to sustain institutional effectiveness and academic quality.
Evidence for Standard III.A.3
Gavilan College has procedures and practices to ensure administrators and other employees responsible for educational programs and services possess the qualifications necessary to perform duties required to sustain institutional effectiveness and academic quality.
Job descriptions for administrative positions are reviewed by Cabinet before posting. Using the approved job descriptions, job announcements are created that clearly indicate minimum qualifications, including knowledge, abilities, skills, education and experience. Depending upon the particular needs of the College, desirable qualifications are identified that will help the College achieve its goals and to improve departmental and program effectiveness.
Human Resources Department personnel use the stated minimum qualifications on job announcements to screen applications. After the initial screening, the applications that met the minimum qualifications are then carefully reviewed by a screening committee that includes administrators, faculty, staff, and students. The screening committee individually reviews each candidate’s credentials, education, experience, multi-cultural sensitivity, and desirable qualifications (III.A-42). To ensure that the most qualified candidate is hired for the position, the screening committee develops specific interview questions designed to determine a candidate’s skills and ability to perform the required duties of the position.
The College catalog lists the degrees held by academic administrators (III.A-26). In addition to their educational backgrounds, administrators receive ongoing training by attending conferences and participating in professional organizations.
Analysis and Evaluation for Standard III.A.3
Gavilan ensures that qualifications are met through administrative oversight, approved job descriptions, and a rigorous screening process.
Required degrees held by faculty, administrators and other employees are from institutions accredited by recognized U.S. accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalence has been established.
Evidence for Standard III.A.4
Gavilan College adheres to Title 5 §53406, which requires that all degrees and units used to satisfy minimum qualifications must be from United States accredited institutions (III.A-43). This information is clearly stated on the Human Resources website under Employment Opportunities for Administrative (III.A-44), Full-Time Instructors (III.A-38), and Part-Time and Substitute (III.A-39).
Unofficial transcripts that indicate the required degree has been conferred, displays coursework taken, and states final grades are accepted with the application materials. However, official transcripts are required upon formal employment offer.
The Human Resources Department stores unofficial/official transcripts and equivalency evaluations in the respective employee’s personnel file. As can be seen in the Gavilan College catalog, all academic administrators and full-time faculty employees meet the minimum qualifications (III.A-26).
In order to determine the accreditation of an institution, it is researched through the proper accrediting agencies. Degrees from institutions outside the United States must be verified by a certified verification and equivalency agency. The process includes the Human Resources Department requesting that the candidate submit their transcripts to an agency for the translation and determination of equivalency. In turn, the agency provides a letter certifying the equivalency for the level of education achieved.
Analysis and Evaluation for Standard III.A.4
The Human Resources Department verifies that degrees from qualified personnel were received from a United States accredited institution, or from an equivalent foreign institution. It is required that faculty and management applicants submit educational transcripts and other related qualification documents, such as certificates and licenses.
The institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented.
Evidence for Standard III.A.5
Gavilan College has distinct evaluation processes for faculty, administrative, classified and confidential staff, all of which follow regular and systematic procedures and timelines as outlined in board policies and collective bargaining agreements (III.A-45, III.A-46). Evaluations document successes and encourage improvement in the performance of duties.
Faculty: Full-time and Part-time
Faculty members are evaluated in accordance with the process outlined in the Gavilan College Faculty Association (GCFA) contract, Article 19 (III.A-46). The evaluation of all faculty members involves four parts: self-evaluation, peer evaluation, administrative evaluation, and student evaluation (III.A-47, III.A-48, III.A-49, III.A-50, III.A-51). Full-time non-tenured faculty are evaluated at least once per year for the first four years until they receive tenure. Full-time tenured faculty members are evaluated every three years as cited in the California Education Code 87663(a) (III.A-52). Part-time faculty are evaluated their first semester, followed by two more times in the next five semesters, and at least one time every six semesters thereafter. The first semester classroom observation is done solely by the supervising administrator and, if the part-time faculty member chooses, there is also a peer evaluator involved. In addition, there are student evaluations and a self-evaluation. All following evaluations in later semesters are done by students, self-evaluation, a peer, if the part-time faculty member chooses, and a Trained Faculty Observer (TFO). If the TFO deems further classroom visits are necessary, the supervising administrator will do a follow-up class visit. In either case, the supervising administrator and the faculty member meet to sign off on the final evaluation documents (III.A-46, III.A-47, III.A-48, III.A-49, III.A-50, III.A-51).
● Self-Evaluation by Faculty: All faculty complete the appropriate Self-Evaluation Form (III.A-47). Faculty members are expected to provide evidence of professional competence and teaching effectiveness. The general criteria that is used in the self-evaluation is outlined in the GCFA contract (III.A-46).
● Peer Evaluation of Faculty: Peer observers conduct class visits or visit the main work setting for non-instructional faculty and provide a copy of the appropriate Observation Form to the faculty member (III.A-48).
● Administrative Evaluation of Faculty: For full-time faculty, the administrative member of the evaluation team will make one or more class visits and/or observation(s) appropriate to the faculty role which will be reviewed with the faculty member in a timely manner (III.A-49, III.A-50). Any area of serious concern should be reviewed with the faculty member as soon as they are identified. With part-time faculty, the administrator will make a visit if deemed necessary by the TFO or may make one if the administrator has any concerns.
● Student Evaluation of Faculty: Student evaluations provide all faculty members with feedback to improve instruction or work duties. Faculty review the purpose of the evaluation form (III.A-51) with the students, the questions and the value of personal written comments. Once the faculty member has explained the process and answered any questions, he or she leaves the classroom. To ensure confidentiality, a student is assigned to distribute, collect and deliver the forms to the Office of Academic Affairs or the offsite manager.
If areas of deficiency are identified for any faculty member, the supervisor will review the areas with the faculty member. If required, the faculty member and the supervisor will collaboratively develop a remediation plan that outlines specific performance improvement objectives, timelines, and subsequent classroom observations. In these cases, a follow-up evaluation is scheduled and the employee's progress is again evaluated against the set goals and objectives identified in the work improvement plan. The remediation and timeline procedures are outlined in the GCFA contract (III.A-46).
Administrators are evaluated annually through an extensive performance evaluation process (III.A-53) that critiques performance in key leadership areas. The process for evaluating administrators is initiated by the Superintendent/President and conducted according to her/his direction. All management employees receive a written performance evaluation from their supervisor on the Administrative Performance Review (III.A-54) form on or about May 1 of each fiscal year, for the period from May 1 to April 30.
Goals and objectives are developed in collaboration with the supervisor and employee. The Human Resources Department monitors the compliance of annual performance evaluations. Additionally, to ensure effectiveness of personnel and to encourage improvement, managers receive training in personnel areas before completing evaluations.
As of Spring 2018, classified professionals are evaluated by their manager once per year as set forth in the Classified School Employees Association (CSEA) contract (III.A-45). Probationary unit members are evaluated at least once during their probationary period. The manager completes an employee evaluation form which includes rating the knowledge and quality of work performance (III.A-54). The evaluation form measures the effectiveness of the duties performed, as well as the level of understanding employees have of their job duties.
Employees who exhibit deficiencies in performance during the evaluation process are placed on Performance Improvement Plans (III.A-55). The goal is to remediate employees to a satisfactory level which meets the performance standards of the District. This includes specific targets and deadlines which allows the employee ample time to demonstrate progressive improvement.
Continued unsatisfactory job performance may lead to disciplinary measures. The CSEA contract outlines the process for implementing disciplinary actions and describes conduct that is subject to remediation. Throughout the process, employees are given opportunities to rectify their performance, behavior, and informed of timelines to clarify expectations.
CSEA is in the process of working with the Human Resources Department to revise the current classified evaluation form (III.A-56) and create a separate evaluation form for classified probationary employees (III.A-57). The revised evaluation form will address CSEA’s concern that the current evaluation form reduces the performance of classified professionals to a numerical grade, rather than providing a more qualitative evaluation. Additionally, CSEA reworded the revised form in a positive manner that is conducive to employee-employer relations. The proposed probationary evaluation form will ensure that probationary employees are given the opportunity to meet with their supervisor for training and support during their probationary period. The probationary evaluation form includes more evaluation areas in order to guide new hires to practices and policies that will help them integrate into the Gavilan culture before they become permanent employees. The revised/draft evaluation forms will be sent to Leadership Council for review and edits. If the forms are finalized and approved, they will be used in the Spring 2019 evaluation cycle.
Confidential employee evaluations follow the Classified Employee evaluation procedures that are outlined in the CSEA contract (III.A-45). Probationary confidential employees receive a written performance evaluation at least once or at the near the middle of the probationary period. If necessary, additional evaluations may be performed during the probationary period. All permanent confidential employees receive a written performance evaluation once per year. However, more frequent evaluations may be performed when there is cause for such an evaluation.
Managers complete the district-approved evaluation form for each confidential employee (III.A-54). The form measures the effectiveness of the duties performed, as well as the level of understanding employees have of their job duties. Managers meet with each confidential employee to review the performance evaluation. The confidential employee signs the evaluation, acknowledging they have received and discussed the evaluation. The confidential employee has ten (10) working days to submit a written response which will be attached to and place with the evaluation in the employee’s personnel file.
All employees are provided with a copy of the final written evaluation by their evaluator. The HRD is the office of record for employee performance evaluations. The final evaluation is maintained in the employee’s personnel record.
Analysis and Evaluation for Standard III.A.5
All faculty, administrators, classified and confidential staff are systematically evaluated at stated intervals using written criteria established in the GCFA and CSEA contracts, as well as board policies. The District uses formal and consistent processes, forms and schedules to conduct personnel evaluations. All evaluated personnel must meet performance standards related to their job duties and responsibilities. If personnel do not meet the standards, a formal improvement plan is agreed upon to take place within a set amount of time. All evaluation processes are documented and maintained in each employee’s personnel record.
The evaluation of faculty, academic administrators, and other personnel directly responsible for student learning includes, as a component of that evaluation, consideration of how these employees use the results of the assessment of learning outcomes to improve teaching and learning.
Standard III.A.6 is no longer applicable. The Commission acted to delete the Standard during its January, 2018 Board of Directors meeting.
The institution maintains a sufficient number of qualified faculty, which includes full time faculty and may include part time and adjunct faculty, to assure the fulfillment of faculty responsibilities essential to the quality of educational programs and services to achieve institutional mission and purpose.
Evidence for Standard III.A.7
The California Community Colleges Chancellor’s Office (CCCCO) assigns every community college a Faculty Obligation Number (FON). The CCCCO produces an annual report that states if colleges have complied with the FON. The table below shows Gavilan College data from the Fall 2017 report (III.A-58). In Fall 2017, Gavilan College had an obligation of 72.5 full-time faculty. The college employed 83 full-time faculty, exceeding the obligation by 10.5. Furthermore, Gavilan College employed 100.5 FTE part-time faculty (225 part-time faculty members) (III.A-59). As a result, the College employed a total of 183.5 FTE faculty. Full-time faculty make up 45.2% of the total number of faculty employed at Gavilan College.
TABLE 3: Faculty Obligation Number Compliance
|
Gavilan Joint Community College District Fall 2017 Faculty Obligation Number Compliance – CCCCO |
|
|
Full-Time Faculty Obligation |
72.5 |
|
Full-Time Faculty Actual |
83 |
|
Difference |
+10.5 |
|
Part-Time Faculty Actual |
100.5 FTE |
|
Total Faculty Actual |
183.5 |
|
Full-time Faculty Percentage |
45.2% |
The District adheres to the Gavilan College Strategic Plan and Operating Budget Standards to determine appropriate staffing levels for each program and service.
Each program is reviewed every three to six years by the Institutional Effectiveness Committee / Program Integrated Planning and Review (IEC/(PIPR) to determine program needs and effectiveness (III.A-60, III.A-61). Program review affects all parts of the College including instruction, student services and administration, and includes an assessment of staffing needs.
Increases in the number of full-time faculty members may be required as a condition of growth or equalization revenue. Gavilan College complies with state requirements by calculating the increase in the number of faculty that will be required as a result of growth and the resulting number of new hires needed. The District also evaluates the need for additional full-time faculty members in order to meet instructional demands that are difficult to satisfy either due to the shortage of part-time faculty members and/or program regulations.
The District follows a two-year full-time Faculty Hiring Plan, which was created in collaboration with all the faculty department chairs and administration (III.A-28, III.A-29). The plan takes into account the current needs of Gavilan College and is examined and amended annually based upon retirements and other programmatic concerns of the college.
Furthermore, the Human Resources Department keeps part-time faculty applications on file for various disciplines. This allows the College access to a pool qualified and interested part-time faculty candidates at any time as an available resource (III.A-16).
Permanent additions to staffing levels are made with the following considerations:
● Funding which permits/requires additional full-time faculty and other personnel
● Plan to add staff to build capacity for increased FTES revenue (growth)
● Inability to obtain part-time faculty within an academic discipline
● Workload demands resulting from growth and increased volume of work
● Need to enhance support services to address additional demands for instructional programs, student retention efforts or increased technology
● Budget
● Adherence to 2-year faculty hiring plan
● Compliance with the "50 percent" rule
● Fulfillment of Strategic Plan initiatives (III.A-62)
Analysis and Evaluation for Standard III.A.7
The College meets the CCCCO Faculty Obligation Number. Therefore, a sufficient number of full-time and part-time faculty are employed to teach educational programs, fulfill other faculty obligations, and achieve its mission.
An institution with part time and adjunct faculty has employment policies and practices, which provide for their orientation, oversight, evaluation, and professional development. The institution provides opportunities for integration of part time and adjunct faculty into the life of the institution.
Evidence for Standard III.A.8
Gavilan College’s employment policies and practices concerning part-time faculty can be found in Board Policies and Administrative Procedures, as well as in the GCFA contract (III.A-14, III.A-15, III.A-16, III.A-63).
At the beginning of every semester, an orientation is provided for all new and continuing part-time faculty. The orientation covers essential issues such as health and safety, counseling, resources, mentoring opportunities, and review of various departments (i.e. Accessible Education Center, Teaching and Learning Center, Academic Senate) (III.A-64, III.A-65). If necessary, each division/department will host its own orientations for part-time faculty.
Department chairs, division deans and managers provide oversight for part-time faculty and ensure that part-faculty understand and abide by College and department policies and procedures. Additionally, full-time faculty members are available resources to new part-time faculty. The formal mentoring program includes a Faculty Development Liaison who has 20% reassigned time to arrange for mentors and support for both part-time faculty and full-time faculty members (III.A-66). In the GCFA contract also provides the managerial oversight provisions. It includes the right to “direct the work of its employees, determine the method, means and services to be provided” and “the right to hire, assign, evaluate, promote, terminate and discipline employees” (III.A-63).
The GCFA contract governs part-time faculty evaluations (III.A-63). Part-time faculty members are evaluated once during their first semester, two more times the next five semesters and then one time every six years. Evaluations include student evaluations, self-evaluation, and classroom observation by assigned manager or full-time faculty member, as described in Standard III.A.5 above.
The evaluation team for a part-time faculty member will consist of the supervising administrator and one trained faculty observer. The part-time faculty member being evaluated will be evaluated by the supervising administrator during the first semester of service. Thereafter, the faculty member being evaluated will select a trained faculty observer to carry out the evaluation. If concerns are raised, the supervising administrator and part-time faculty member meet to discuss concerns and create a remediation plan.
The trained faculty observer (TFO) and administrator each schedule a post-observation meeting with the person under evaluation. The TFO presents and discusses the results of the observation and overall classroom performance as certified on the cover sheet (III.A-67). An administrative evaluation summary, prepared by the supervising administrator, will be included as part of the final evaluation package after the TFO has met with the evaluatee. The final evaluation packet will include the cover sheet, classroom observation, self-evaluation, student evaluation summaries, and the administrative summaries, will become part of the faculty member’s permanent personnel file.
Part-time faculty members are required to complete a proportional flex-day requirement based upon their teaching load. Part-time faculty are required to submit a Flexible Calendar Activities Agreement to the area dean by the last day of each semester (III.A-68).
At the beginning of every fall semester, Gavilan College hosts Convocation where professional development sessions are offered in the afternoon (III.A-69). Additionally, before the spring semester, the College hosts a professional learning day and offers various professional development sessions (III.A-70).
The GCFA contract states that each part-time faculty member is eligible, after teaching at Gavilan for four consecutive fall or spring semesters, to use funds each fall and spring semester for professional travel and conference (III.A-63).
Integration into the life of the Institution
Gavilan College encourages part-time faculty to attend professional development sessions/workshops, department meetings and join committees. The College welcomes input and compensates part-time faculty for assessing student learning outcomes (SLOs). Additionally, part-time faculty members are compensated by the College to participate in the union negotiation process as well as assist with the planning and implementation of Guided Pathways. The Academic Senate includes a specific part-time faculty senate representative seat that is compensated by the District to be the (III.A-71). Other part-time faculty may choose to serve as compensated officers or department representatives.
Analysis and Evaluation for Standard III.A.8
The GCFA Contract and board policies and procedures govern orientation, oversight, evaluation and professional development of part-time faculty. The College understands the importance and value of its part-time faculty members and therefore encourages and compensates part-time faculty to become involved in department meeting, governance and committees.
The institution has a sufficient number of staff with appropriate qualifications to support the effective educational, technological, physical, and administrative operations of the institution.
Evidence for Standard III.A.9
Through the integrated planning system, programs are reviewed on a regular cycle (III.A-69). Through this program review process, departments identify staffing needs and submit personnel requests through the budget process. The Budget Committee evaluates the requests an submits recommendations to Cabinet. After Cabinet members have thoroughly reviewed the recommendations, they put forth recommendations for new hires to the Board as an action item. The Board makes the ultimate decision
Board Policy 7110, Delegation of Authority, Human Resources, grants the Superintendent/President of the College the authority to authorize employment, update job responsibilities, and perform other personnel actions provided that all federal and state laws and regulations and board policies and administrative procedures have been followed. These actions are subject to confirmation by the Board (III.A-10).
In 2017, the District conducted a classification and compensation study (III.A-1). As a result, various positions throughout the District were reclassified to better meet the needs of the College and improve efficiency. Job descriptions were updated to more accurately reflect the jobs employees are performing (III.A-73).
The Administrative Services Division is composed of Information Systems Department, Business Services and Security Department, and Facilities Services Department. The division is adequately staffed to support the College’s needs, mission and purpose (III.A-74). The Administrative Services Division employees each possess the appropriate preparation and experience to support the District’s needs.
In 2016, Information Technology Department had one programmer. By 2018, the department expanded to three programmers and one senior programmer. This allowed the department to meet the demands of new technological initiatives and projects college-wide. Furthermore, in order to remain competitive and recruit qualified candidates, the Information Technology department employees received a 10% salary increase.
The classification and compensation study also resulted in reclassifications in the Human Resources Department. Before the reclassification, there were three Human Resources Technicians. After the reclassification, one Human Resources Analyst position was added (III.A-75).
In an effort to ensure that staff members are familiar with best practices in their respective and/or new career fields, Gavilan College encourages staff members to actively participate in professional development. The Staff Development Program and the Professional Growth Program are outlined in the CSEA contract (III.A-76). Through the Staff Development Program, employees are eligible for a one-time reimbursement for completion of approved coursework. Through the Professional Growth Program employees are eligible for salary increases based on the completion of fifteen units of approved coursework.
In addition to the Staff Development and Professional Growth Programs, the Professional Development Committee organizes a Spring Break Professional Development Day for classified staff each year (III.A-77, III.A-78, III.A-79). During these events, employees receive training, learn about union/contract benefits that are available to them, and interact with one another.
Employees also receive in-person training specific to their responsibilities. All management receive National Incident Management System (NIMS) and Standardized Emergency Management System (SEMS) training. Furthermore, the Facilities Services employees attend safety trainings including but not limited to: Hearing Protection, Protecting Yourself from Bloodborne Pathogens, Preventing Slips/Trips/Falls, Dealing with Work Stress, Emergency Eye Wash & Shower Stations, Back Safety for Material Handlers, Heat Illnesses and Prevention Training, Forklift Certification, Biting Insect, and Distracted Driving (III.A-80).
Analysis and Evaluation for Standard III.A.9
Staffing needs are identified through the program review process. The most recent classification and compensation study allowed the District to reclassify positions to better meet the needs of the College and improve effectiveness and efficiency; for example, the Information Technology and Human Resources Departments expanded by adding new positions. To ensure staff members possess the appropriate qualifications to support the District, professional development and training opportunities are made available to employees.
The institution maintains a sufficient number of administrators with appropriate preparation and expertise to provide continuity and effective administrative leadership and services that support the institution’s mission and purposes.
Evidence for Standard III.A.10
Programs are reviewed according to a regular cycle through the integrated planning system (III.A-72) including assessments of staffing needs to ensure a sufficient number of administrators with the appropriate skills and experience to achieve the College mission.
In 2017, Gavilan College conducted a classification and compensation study by comparing positions and their classifications to those at other community colleges. The results of the study informed the reclassification of various positions throughout the District (III.A-1). Three management positions were reclassified to administrative positions.
In August 2017, the Superintendent/President implemented a reorganization of the Cabinet resulting in the reclassification of the Director of Human Resources to the Associate Vice President of Human Resources and Labor Relations and the reclassification of the Director of Business Services to the Associate Vice President of Business and Security Services. In October 2017, the Director of Institutional Research was reclassified to the Dean of Research, Planning, and Institutional Effectiveness. As of Fall 2017, Gavilan College has 23 administrators/managers (III.A-81).
To ensure that administrators are qualified with the appropriate experience and preparation to effectively and efficiently support the divisions and carry out the mission and values, Gavilan College diligently follows recruitment and hiring processes described in Standard III.A.2 and Standard III.A.5.
Job announcements for administrative positions are developed from approved job descriptions and include minimum qualifications and desired knowledge, abilities, skills and are reviewed by the Cabinet. The application screening committee refers to this job announcement when reviewing candidates, drafting interview questions, and selecting qualified management employees. The applicants that are selected for management positions must submit official transcripts verifying that they possess the required credentials. Reference checks are conducted to confirm the candidate’s work experience. Lastly, the Board makes the final decision regarding new hires.
All administrators hold undergraduate and graduate degrees. The College catalog lists the degrees held by academic administrators. Most academic administrators hold doctorate degrees or master’s degrees (III.A-26). In the event that there is a vacant administrative position, the College attempts to fill the position with interim employees in order to maintain continuity of services.
Analysis and Evaluation for Standard III.A.10
Gavilan College has a sufficient number of administrators to support the effective and efficient delivery of programs and services to meet the College’s mission and goals. All administrators were selected through recruitment and hiring processes outlined in the College’s policies and procedures to ensure they meet the minimum qualifications and had the appropriate background and experience. All administrators hold the required degrees.
The institution establishes, publishes, and adheres to written personnel policies and procedures that are available for information and review. Such policies and procedures are fair and equitably and consistently administered.
Evidence for Standard III.A.11
Personnel policies are included in the Board Policies and Procedures manual, which is maintained online by the Office of the Superintendent/President and updated when policy changes receive Board of Trustees’ approval. The Board Policies and Procedures are revised as needed to conform to Community College League of California (CCLC) templates in line with legislative or regulatory changes (III.A-9). Additionally, the College is currently working to implement BoardDocs, which will allow user friendly public access to updated policies and procedures. Procedures that are specific to classified and faculty employees are found in the specific contracts for each bargaining unit (III.A-63, III.A-82).
Board Policies and Administrative Procedures provide information regarding expected conduct and outline the procedures for employees. They also provide information regarding resolution in cases of disputes. This includes the following policies and procedures:
● BP/AP 3410 Nondiscrimination (III.A-83, III.A-84)
● BP/AP 3430 Prohibition of Harassment (III.A-85, III.A-86)
● AP 3435 Discrimination and Harassment Investigations (III.A-87)
Personnel policies and procedures are generally driven by a combination of changes or amendments to the Education Code, state and federal law, and the Fair Labor and Standards Act. When mandated changes occur, the District works with legal counsel to develop appropriate changes to policies and procedures. New policies and procedures are discussed with the College's constituent groups prior to implementation. If a change/amendment requires specific training for employees, the Human Resources Department (HRD) coordinates training and workshops at various levels.
For example, AP 3435 (III.A-87) requires employers to provide sexual harassment and discrimination training for all managers and supervisors every two years. To ensure compliance, the HRD coordinates and monitors attendance at this training. Throughout the academic year, the Director of Human Resources conducts sexual harassment training for tutors and other staff as needed.
The District has developed extensive written policies and procedures to ensure fairness in all phases of the employment process (III.A-12, III.A-17, III.A-18). These hiring procedures were developed in collaboration with all of the College's constituent groups: classified staff, faculty, administrators, managers/supervisors, and student body representatives. Hiring procedures are developed in collaboration with the College's shared governance structure.
Every job announcement and job application contains language indicative of the District's commitment to non-discrimination (III.A-88).
All new employees receive and are required to sign the following policies and procedures:
● Oath of Affirmation of Allegiance (III.A-89)
● Drug-Free Workplace Policy (III.A-90)
● Confidentiality Agreement (III.A-91)
● Sexual Harassment Policy (including Alleged Discrimination/Harassment Complaint form) (III.A-92)
The Human Resources Department assists administrators and managers with implementing new personnel policies as necessary. If specific assistance is needed with implementation, the HR department works with the particular department to ensure training is completed so there is a clear understanding of what changes may need to be addressed.
If employees are failing to meet expectations outlined in the policies and procedures, then they may be subject to the consequences outlined in the following discipline and dismissal procedures:
● BP 7360 Discipline and Dismissal – Academic Employees (III.A-93)
● BP/AP 7365 Discipline and Dismissal – Classified Employees (III.A-94, III.A-95)
In addition, if employees believe that they have not been treated fairly, they may refer to the grievance procedures in the GCFA and CSEA contracts (III.A-63, III.A-82). The collective bargaining agreements for each union are posted on the Human Resources webpage.
Gavilan College aims to resolve disputes, complaints and grievances at the lowest level possible, for example, at the supervisory level or in meetings with management and union representatives.
Analysis and Evaluation for Standard III.A.11
The Board Policies and Administrative Procedures that relate to personnel are published online for immediate review. The policies and procedures are fair and equitable, and are regularly updated to ensure compliance with state regulations. Gavilan College makes an effort to resolve disputes, complaints, and grievances at the lowest level possible.
Through its policies and practices, the institution creates and maintains appropriate programs, practices, and services that support its diverse personnel. The institution regularly assesses its record in employment equity and diversity consistent with its mission.
Evidence for Standard III.A.12
Gavilan College has woven throughout its institutional culture a sense of equity and the encouragement of unique expression, made explicit in the Principles of Community (III.A-96). A key component of Gavilan College’s mission is to cultivate learning and personal growth in students of all backgrounds and abilities through innovative practices in both traditional and emerging learning environments. The mission of the College is only one place where diversity is supported and facilitated. Additionally, the College's values statement includes, "A college environment and social climate characterized by inclusiveness and mutual respect for all students, staff and community…" (III.A-34).
The Principles of Community, a set of ideals that all Gavilan employees strive to maintain, was reviewed and revised in 2018. The principles include the following statement regarding diversity:
Gavilan College aspires to be diverse – we embrace and celebrate diversity in all its forms (the heritage, achievements, uniqueness, and contributions of all our members) and seek to uphold an inclusive, open and enlightened community. (III.A-34).
The Gavilan College 2017-2019 catalog includes the following non-discrimination statement:
The District is committed to equal opportunity in educational programs, employment, and all access to institutional programs and activities. (III.A-97).
Students can find the same statements, as well as procedures for reporting discrimination in the Student Handbook which is available to all students and can be found in the Student Center, on the Gavilan website and throughout campus (III.A-98).
The Board of Trustees has adopted policies and procedures related to academic and staffing diversity and equal opportunity to support the college’s educational programs and employment practices. They are as follows:
● BP/AP 3410 Nondiscrimination (III.A-83, III.A-84)
● BP/AP 3420 Equal Employment Opportunity (III.A-99, III.A-100)
● BP 7100 Commitment to Diversity (III.A-101)
● BP/AP 7120 Recruitment and Hiring (III.A-11, III.A-12)
The Human Resources Department (HRD) ensures all newly hired employees are aware that Gavilan College is an equal opportunity employer by including an Equal Employment Opportunity (EEO) letter/statement and an affirmative action applicant survey on both the faculty and classified application forms (III.A-102, III.A-103). In addition to this statement, the classified employment application states that Gavilan College is an equal opportunity / affirmative action / Title IX / Employer of Disabled, committed to hiring diverse staff. It encourages all qualified individuals from diverse backgrounds to apply. All job announcements for open positions also include a non-discrimination statement (III.A-25).
Recruitment and hiring procedures require that members of each screening committee are given training on EEO and Title 5 regulations (III.A-35, III.A-36). Screening committee training covers the importance of a diverse workforce, bias awareness, and interview guidelines. Screening committees develop interview questions which must include a diversity question to access the candidate’s commitment to and experience working with diverse backgrounds.
In order to attract diverse candidates, the Human Resources Department allocates fund to pay for job postings to be placed with online diversity advertising sources such as:
● AsiansInHigherEd.com
● BlacksInHigherEd.com
● HispanicsInHigherEd.com
● LGBTInHigherEd.com
● NativeAmericansInHigherEd.com
● WomenAndHigherEd.com
● VeteransInHigherEd.com
To ensure that information related to EEO, diversity, and inclusion is current, the Associate Vice President of Human Resources and Labor Relations belongs to the following professional associations:
● International Public Management Association for Human Resources
● Statewide Association of Community Colleges (Joint Powers Authority) – Human Resources Advisory Committee
● Northern California Community Colleges (Joint Powers Authority), Board Member
● President/Chairperson – Bay Area Chief Human Resources Officers (Bay 10)
● Association of California Community Colleges Administrators (ACCCA)
In addition, the college has run a separate Spring Break Professional Development Day for classified staff in several years (III.A-77, III.A-78, III.A-79). During these events, employees receive training, learn about diversity practices, and interact with one another.
In 2018, Gavilan College invited Eugene Whitlock to be the keynote speaker at Convocation/Professional Learning Day. The keynote speaker presentation was titled “Equity, Diversity and Unconscious Bias”. The presentation discussed diversity, diversity, equity and student success, and equity-minded classroom practices that benefit all of our students. The presentation also addressed how we can minimize the impact of biases in the hiring process so that we can select the best candidates for the district (III.A-104).
In September 2018, Gavilan College sent a team of employees to Part 1 of a series of Equal Employment Opportunity (EEO) workshop segments. The workshop segments are hosted by Institutional Effectiveness Partnership Initiative (IEPI) and the Chancellor’s Office legal division. The segment focused on data collection and analysis in support of a college’s or district’s EEO program. The workshop series was designed to provide attendees with an overview of available data resources, the importance of building a diverse faculty, and how effective data utilization can positively impact student outcomes (III.A-105).
The Human Resources department provides annual employment and ethnicity data to the CCCCO to be publish in the annual Faculty and Staff Demographics report (III.A-106). In addition, GavDATA Fact Book located on Gavilan’s intranet provides demographic data on employees (III.A-107).
The Equity Committee is advisory to appropriate college bodies regarding student equity issues and efforts. One of the roles of the Committee for Student Equity includes creating and updating the current student equity plan. The Student Equity Plan aims to assist identified diverse groups achieve educational goals (III.A-108). Additionally, strategy 4 of the Gavilan Joint Community College District Strategic Plan 2018 – 2022, aims to recruit and develop staff to foster success for the College’s diverse students in their attainment of educational and/or career goals (III.A-62).
In 2016, Gavilan College developed an Equal Employment Opportunity Plan, through the work of the shared governance Equal Opportunity Committee (EOC), which was then approved by the Board of Trustees. The plan illustrates the Districts commitment to attract, hire, and retain staff who are sensitive to, and knowledgeable of the needs of the continually changing student body. In 2018, the College revised the Equal Employment Opportunity Plan and submitted the plan to the Chancellor’s Office (III.A-109). The plan explains the measures the District will take in order to identify and address existing gaps. For example, the District will work closely with the Equal Employment Opportunity Advisory Committee and the Equity Committee to evaluate and analyze the District trends. The EEO Advisory Committee, in collaboration with the Equity Committee and Human Resources department, will work closely to identify gaps in areas such as promotion, retention, voluntary resignation, termination and discipline. Additionally, the Human Resources department will monitor the District’s workforce composition and applicant pools for employment on an ongoing basis to evaluate the District’s progress in implementing the plan to provide data required for the analysis, and to determine whether any monitored group is underrepresented. Lastly, the plan explains the transition to using an online applicant tracking system (through CCC Registry), where applicants can voluntarily disclose demographic information when applying for a job. Not only is this beneficial to the college, as it collects applicant demographic data for reporting, but it also enables applicants to submit all application materials electronically.
Analysis and Evaluation for Standard III.A.12
Gavilan College’s mission, values, and principles of community demonstrate that the College believes in and is committed to diversity. Board policies and administrative procedures are in place regarding EEO in recruitment and hiring processes, nondiscrimination, and prevention of harassment. The policies and procedures are published on the website and are available to employees and students in various methods. Gavilan College complies with federal and state regulations, including tracking and reporting employment diversity. Additionally, Gavilan College has integrated equity and diversity into its Student Equity Plan and Strategic Plan, and has adopted an Equal Employment Opportunity Plan.
The institution upholds a written code of professional ethics for all of its personnel, including consequences for violation.
Evidence for Standard III.A.13
Gavilan College provides a solid framework for ethical behavior mandated for all of its employees. The Board of Trustees has adopted policies and procedures that provide codes of conduct applicable to all employees and students. These items are published in the Board Policies and Procedures manual on the District's website (III.A-9), in the College catalog (III.A-110), and included in all hiring packets.
Employees have access to all board-approved policies and they are given copies of certain policies and procedures during the new hire orientation including:
● Prohibition of Sexual Harassment and Hate Crimes
● Drug Free Policy
● Injury and Illness Prevention procedures
To comply with State mandates, management staff completes Sexual Harassment and Discrimination Training every two years.
Board Policy 2715 (III.A-111) is the Code of Ethics/Standards of Practice for the Board of Trustees, and Board Policy 2710 (III.A-112) is the Conflict of Interest policy for the district. Administrative Procedure 2710 (III.A-113) describes the Conflict of Interest procedures for all district personnel. Additionally, Board Policy and Administrative Procedure 3050 Institutional Code of Ethics (III.A-114, III.A-115), states that employees are expected to be committed to honesty, professionalism, and fairness. It states that Gavilan College aspires to be diverse, open, purposeful, and just.
Other applicable Board policies and procedures include:
● BP 7310 Nepotism (III.A-116)
● BP/AP 3430 Prohibition of Harassment (III.A-85, III.A-86)
● BP/AP 3540 Sexual and Other Assaults on Campus (III.A-117, III.A-118)
● BP/AP 3410 Nondiscrimination (III.A-83, III.A-84)
● AP 3435 Discrimination and Harassment Complaint Procedures (III.A-86)
● BP/AP 3550 Drug and Alcohol Free Environment and Drug Prevention Program (III.A-119, III.A-120)
● BP/AP 3560 Alcoholic Beverages (III.A-121, III.A-122)
There are many other Board Policies and Procedures that encompass professional ethical behavior expectations:
● Oath of Affirmation of Allegiance (III.A-114)
● Principles of Community (III.A-115)
● Drug Free Policy (III.A-90)
● Gift Acceptance Policy, BP 3820 Gifts (III.A-123)
● Computer Use Policy, AP 3720 Computer and Network Use (III.A-124)
● Political Activity, BP 7370 Political Activity (III.A-125)
● Personal Use of Resources, AP 7371 Personal Use of Public Resources (III.A-126)
The combination of the aforementioned policies contribute to the district assurance and support for a high standard of ethics.
For faculty/academic personnel, Board Policy 7360 Discipline and Dismissals (III.A-93) – Academic Employees governs issues of employee discipline including dismissal. It states that the Board shall determine the nature of the penalties if an employee is to be penalized for one or more of the grounds set forth in Education Code section 87732 (III.A-127).
For classified personnel belonging to the California School Employees Association (CSEA), professional ethics and performance standards are outlined in BP 7365 Discipline and Dismissal – Classified Employees and in the CSEA contract (III.A-128).
Any known or reported ethical violation of a policy is reviewed and/or investigated by the Human Resources Department. The results of the review/investigation determine the appropriate action to be taken where a violation has occurred, including recommending to the President corrective actions and discipline up to and including termination of employment.
Analysis and Evaluation for Standard III.A.13
A code of ethics is laid out in board policies and the CSEA contract language with specific disciplinary consequences for violations. Some policies pertain to all employees, while others pertain to specific groups. Upon hire, all new employees are provided with this information and all Board policies and procedures are posted on the Gavilan College Board Policies and Procedures webpage.
The institution plans for and provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on evolving pedagogy, technology, and learning needs. The institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.
Evidence for Standard III.A.14
There are numerous programs available at Gavilan College to enable and encourage members of the support staff, faculty, and administration to remain current in their respective fields of expertise.
Classified Professionals are encouraged to enroll in Gavilan College credit courses, which may be available to them free of charge through an Enrollment Fee Waiver Program. The eligibility criterion for Enrollment Fee Waiver Program is outlined in the CSEA contract (III.A-129).
Additionally, the Staff Development and Professional Growth Programs, which are summarized below and outlined in greater detail in the CSEA contract, are available to classified professionals (III.A-129). The Professional Growth Committee is a group of CSEA Unit Members who approve or deny all staff development and professional growth requests. The Committee shall consist of not more than five (5) classified professionals that are appointed by CSEA.
● Staff Development Program: provides a one-time reimbursement for completion of approved coursework.
● Professional Growth Program: provides salary increases based on the completion of fifteen units of approved coursework.
● Professional Growth Leave: After five years of service in the District, classified professionals may apply for Professional Growth Leave and may be eligible to receive 50 percent of their full salary for one year. An eligible employee may apply through the Professional Growth Committee for a leave to complete interrupted studies, learn by observing methods used in industry or other educational institutions, or get a substantial start on a goal of better education. The application in writing must present a detailed description of the proposed activities to the District. Applications that are accepted are recommended to the Board of Trustees by the President. During the leave the employee may be entitled to the benefits of a classified professional (however only 50 percent of service time can be credited by the Public Employees’ Retirement System) (III.A-128).
In addition to the Staff Development and Professional Growth Programs, the Professional Development Committee, which is a shared governance committee, has organized a Spring Break Professional Development Day for classified professionals each year (III.A-77, III.A-78, III.A-79). During these events, employees receive training, learn about union/contract benefits that are available to them, and interact with one another.
Currently, there are seven flex days for full time faculty; five are designated as “contract flex” days and two as “mandatory flex” days. These two mandated days offer professional development sessions and also opportunities to work as a department on SLOs and PLOs (III.A-69, III.A-70, III.A-130, III.A-131). Part-time faculty members have a proportional flex day requirement based upon teaching load. For the flexible contract days, faculty members may attend planned campus activities or may contract to do individual activities. Faculty members may also remain current by using district funds to attend appropriate workshops/conferences. Each full-time faculty member has $400.00 each academic year for professional travel and conference. Unused funds can be rolled over to the next year and accumulated for a two-year period. A portion of no less than $50.00 may carry over to a second consecutive year (III.A-132).
After a part-time faculty member has taught four consecutive fall and/or spring semesters at Gavilan, the part-time faculty member is eligible to use one hundred dollars per semester for professional development and conferences. If part-time faculty members choose to accumulate this allotment for a two-year period, a portion of no more than two hundred dollars and no less than fifty dollars may carry over to a second consecutive year (III.A-132).
For fulltime and part-time faculty members, there are several types of professional growth opportunities available including sabbaticals, conferences, workshops and Professional Development Plans per approval by the Faculty Professional Learning Committee. Full-time faculty members who are granted sabbatical leave may apply for a year-long (60 percent pay) or semester-long (100 percent pay) leave. They may receive track advancement or career increment credit for completion of individually chosen coursework and/or special projects in their assigned areas or in other areas that contribute to the improvement of teaching. The Faculty Professional Learning Committee approves courses and projects used for track advancement (III.A-133).
Fulltime faculty members who submit an individual Professional Development Plan that specifically supports the College Strategic Plan can receive up to $250.00 in addition to the $400 per year. The individual Professional Development Plan must be submitted to the Department Chair and/or the Vice President of Academic Affairs (III.A-132).
Focused Inquiry Groups (FIGs) and Faculty Learning Communities (FLCs) have been established to gather faculty together to read and discuss current research and to brainstorm, pilot, and assess projects in classrooms across disciplines.
FIGs are initiatives led by faculty, staff, students, and/or administrators to pilot innovative projects, putting into practical use new teaching and learning experiences and then meeting to evaluate their success. In 2015-16, the following FIGs operated - Information and Resource, Communication, Instructional Improvement, Early Alert/Early Connect, Academic Support Services, Habits of Mind, and Professional Learning. In 2016-17, Information and Resource, Communication, Academic Support Services, and Habits of Mind continued to operate and Guided Pathways was added (III.A-134). In 2017-18, a Homelessness FIG was added and met over the year to discuss relevant needs and initiatives. This function was then institutionalized, with the Student Services division designating a liaison for homeless students, and following through on creating a Student Resource Guide and other items initially discussed at the FIG (III.A-135).
A FLC is a small group of interdisciplinary faculty engaging in an active, collaborative, year-long program with a specific set of curriculum to enhance teaching and learning with frequent seminars and activities that provide learning, development, the scholarship of teaching and learning, and community building. Each topic-based learning community designs a curriculum to address a special campus or divisional teaching and learning need, issue, or opportunity. These FLCs offer membership to and provide opportunities for learning across all faculty ranks.
The Teaching and Learning Center (TLC) provides a broad array of resources and trainings. Tutorials are offered to enhance proficiency with programs such as iLearn, Moodle, Gradebook, Canvas, and Excel. The TLC also offers trainings such as “The Librarian is IN: Faculty Consultations for Library Resources,” and Gavilan Online Teacher Training (GOTT). Off-campus trainings are available through @One website. Self-paced lessons are provided as well. The Staff Development Committee will give participants credit for participating in online courses and trainings. One unit can be counted toward track advancement, a half unit can be counted toward career increment, and 24 hours of flex time can be earned.
The TLC is open five days per week for drop-in training for staff and faculty. It provides a flexible, innovative, and cost effective way to introduce administrative and instructional technology to all Gavilan employees, both part and full time. It is also available for part-time instructors who do not have an office, as well as other Gavilan employees wishing to use the technology available in the TLC. The TLC provides a flexible space for staff to collaborate. Grant funding has helped equip the TLC with the latest innovative technologies and adequate space.
The TLC also maintains a webpage (III.A-136) with online help pages for staff and faculty, online modules for instructors to practice the various programs and technological materials at their own pace, as well as regular facilitated training sessions, both group and individual. The Teaching and Learning Center maintains an online calendar with scheduled trainings plus email links and telephone numbers to TLC support staff. The TLC site also maintains communication forms for requesting online course shells, troubleshooting help, training, or requesting an EduStream account.
For administrators, there are individual travel/conference funds available for workshops and conferences. Administrators can also attend on-campus flex activities. Additionally, they go on a retreat annually to address current needs of their division and participate in regional meetings as required to stay current on regulations and trends.
The District is also a member of the Bay Area Community College Districts Consortium providing additional opportunities for employees to participate in a broad range of professional development trainings and workshops (III.A-137). As part of the Basic Skills initiative, faculty and staff attend free workshops organized through the California Community Colleges Success Network (3CSN).
Additionally, Gavilan College administrators attend various trainings and professional association conferences, including but not limited to (III.A-138):
● Association of Chief Human Resources Officers (ACHRO)
● Community College Internal Auditors (CCIA)
● Association of Chief Business Officials (ACBO)
○ ACBO Training Institute II
● Disaster Cost Recovery Training
Analysis and Evaluation for Standard III.A.14
The District offers numerous programs and professional development opportunities to classified professionals, faculty, and administrators. Enrollment Fee Waiver Program, Staff Development Program, Professional Growth Program and Professional Growth Leave are available to classified professionals. Flex days, sabbaticals, conferences, workshops, and Professional Development Plans are made available to faculty. Funds are available for administrators to attend conferences and workshops.
The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her records in accordance with law.
Evidence for Standard III.A.15
Confidential employee personnel files are securely stored in a lockable file located in the Human Resources (HR) department, which is secured with an alarm system. In addition, the following records are securely stored in the keyed areas in HR: recruitment records and files for employees that have been inactive for the past three years.
Medical, Workers' Compensation files and I-9 Forms are kept separately to protect private, sensitive information of employees. HR has adequate space for storage of current personnel documents. This extensive file organization process keeps personnel records secure whenever human resources personnel need to access them. Employees who wish to review their files can call and make an appointment with a staff member from HR.
Four Board-approved administrative procedures (APs) govern how Gavilan College secures and maintains personnel records:
● AP 3300 Public Records - states the procedures regarding requests to access public records. AP 3300 also lists records that are exempt from public disclosure (III.A-139).
● AP 3310 Records Retention and Destruction - provides procedures for how records (physical or electronic) are legally retained or stored (III.A-140).
● AP 6520 Security for District Property - states that locking software for computers will secure district property, including electronic records (III.A-141).
● AP 7145 Personnel Files - grants employees the right to review their personnel record at the Human Resources Department. The employee may request copies of their personnel records (III.A-142).
These administrative procedures meet federal and state requirements. Using the Community College League of California (CCLC) recommended language, the administrative procedures are regularly updated.
Provisions of the Board Policies and Procedures, the Gavilan College Faculty Association (GCFA) contract, and the California School Employees Association (CSEA) contract limit access to employee files (III.A-143, III.A-84). The GCFA contract gives specific instructions on what to include in personnel files. It provides employees the right to inspect their files upon request, provided that the request is made at a time when the employee is not actually required to render services to the district. The CSEA contract provides that a CSEA representative, field staff, or local chapter officer shall have access to a unit member's personnel file providing that there is signed authorization from the unit member. The authorization is required to be specific as to the date of the authorization and the actual date of the review.
Gavilan College adheres to employee contracts, the Privacy Act of 1974, and Health Insurance Portability and Accountability Act regulations when maintaining records.
Analysis and Evaluation for Standard III.A.15
Board approved administrative procedures, which incorporate current state and federal laws, govern how Gavilan College secures and maintains confidential employee personnel records. The administrative procedures also grant employees access to their personnel records.
The District’s processes for hiring, orientation, staff development, and staff evaluation ensure that all staff faculty, and administrators have the skills, training, and experience to meet the District’s mission. To ensure staff members possess the appropriate qualifications to support the District, professional development and training opportunities are made available to employees.
The institution hires qualified personnel and ensures that qualifications are met through administrative oversight, approved job descriptions, and a rigorous screening process. The Human Resources department has procedures and practices to verify credentials of job applicants.
The District offers numerous programs and professional development opportunities to classified professionals, faculty, and administrators to support and strengthen employee skills and integrate them into the institution.
All faculty, administrators, classified and confidential staff are systematically evaluated at stated intervals. The District uses formal and consistent processes, forms and schedules to conduct personnel evaluations. All evaluated personnel must meet performance standards related to their job duties and responsibilities. All evaluation processes are documented and maintained in each employee’s personnel record.
Staffing needs are identified through the program review process. A sufficient number of full-time and part-time faculty are employed to teach educational programs, fulfill other faculty obligations, and achieve its mission. The most recent classification and compensation study allowed the District to reclassify positions to better meet the needs of the College and improve effectiveness and efficiency. Gavilan College has a sufficient number of classified professional staff and administrators to support the effective and efficient delivery of programs and services to meet the College’s mission and goals.
Gavilan College understands the importance and value of its part-time faculty members and has in place policies and procedures that govern orientation, oversight, evaluation and professional development of part-time faculty.
The Board Policies and Administrative Procedures that relate to personnel are published online. The policies and procedures are fair and equitable, and are regularly updated to ensure compliance with state regulations. Gavilan College makes an effort to resolve disputes, complaints, and grievances at the lowest level possible.
Gavilan College’s mission, values, and principles of community demonstrate that the College believes in and is committed to diversity. Board policies and administrative procedures address recruitment and hiring processes, nondiscrimination, and prevention of harassment. Gavilan College complies with federal and state regulations, including tracking and reporting employment diversity. Additionally, Gavilan College has integrated equity and diversity into its Student Equity Plan and Strategic Plan, and has adopted an Equal Employment Opportunity Plan.
A code of ethics is laid out in board policies and in contract language with specific disciplinary consequences for violations. Upon hire, all new employees are provided with this information and all Board policies and procedures are posted on the Gavilan College Board Policies and Procedures webpage.
Board approved administrative procedures, which incorporate current state and federal laws, govern how Gavilan College secures and maintains confidentiality of employee personnel records. The administrative procedures also grant employees access to their personnel records.
- Revised Evaluation Forms: CSEA is in the process of working with the Human Resources Department to revise the current classified evaluation form (III.A-56) and create a separate evaluation form for classified probationary employees (III.A-57).
- EEO Plan: Implement the Equal Employment Opportunity Plan:
- The District will work closely with the Equal Employment Opportunity Advisory Committee and the Equity Committee to evaluate and analyze the District trends.
- The EEO Advisory Committee, in collaboration with the Equity Committee and Human Resources department, will work closely to identify gaps in areas such as promotion, retention, voluntary resignation, termination and discipline.
- The Human Resources Department will monitor the District’s workforce composition and applicant pools for employment on an ongoing basis to evaluate the District’s progress in implementing the plan to provide data required for the analysis, and to determine whether any monitored group is underrepresented.
- Transition to using an online applicant tracking system (through CCC Registry), where applicants can voluntarily disclose demographic information when applying for a job.