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

Name that Section: Frequently Used Education Code and Title 5 Sections for Community College Districts



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;



Who will track all permanent positions staffed by temporary employees to

ensure that the recruitment and hiring process for a permanent hire is

moving forward. Too often, once the temporary employee is employed, the

hiring process gets stalled.