Name That Section - Frequently Used Education Code and Title 5 Sections for Community College Districts

qualifications for the position, and do not have a strategy for assessing candidates’ sensitivity to the diversity of community college students.

Therefore, in addition to the recommendations articulated in the Model Plan , Component 4 should describe how human resources staff will collaborate with other administrators to:

 Identify job-related criteria that are likely to enhance the diversity of the applicant pool;  Develop job descriptions that reflect these criteria, and incorporate the “sensitivity to diversity” consideration;  Prepare job-related questions for applicants that will allow interviewing committees to assess applicants’ “sensitivity to diversity;”  Plan inclusive recruitment strategies that access professional organizations, media outlets, personal contacts and other sources to maximize the diversity of applicant pools;  Consider innovations in curriculum that will tap the expertise of a more diverse group of qualified applicants; and  Institute retention strategies to ensure that all staff feel welcomed and supported.

Taking these steps will also provide a sound platform for building the key component of EEO Plans prepared in conformance with the revised regulations. Namely, as discussed below, district accountability for developing effective EEO Plans is now measured primarily by the conduct of districts, rather than statistics. Districts must develop—in part through their EEO and hiring plans— indicators of institutional commitment to diversity. Establishing clear and proactive roles for various stakeholders in the hiring process is one such indicator. We also recommend that similar attention be given to how the district retains professional experts, temporary employees, and outside contractors. Frequently, individuals are selected to fill these positions because they possess a unique skill set required to fill a particular need. In other instances, these positions are used (and over used) as a convenient stop-gap. In both instances, there is rarely anyone delegated to monitor the diversity among professional experts, temporary employees, and contractors; or monitor the impact on workforce diversity of utilizing these positions in lieu of regular hiring. Therefore, we also recommend that districts utilize Component 4 as an opportunity to explore and delineate:

 Who is responsible to “vet” the proposed engagement of professional experts, independent contractors and temporary employees to ensure that they are being retained for permitted purposes;  What procedures will be implemented to ensure that college- and district- based administrators will utilize this vetting process;  Who will monitor and analyze the impact on workforce diversity of utilizing temporary employees, professional experts, and outside contractors;

Name that Section: Frequently Used Education Code and Title 5 Sections for Community College Districts ©2019 (c) Liebert Cassidy Whitmore 66