Director, Institutional Research, Planning, and Effectiveness (Clovis Community College)

Employer
State Center Community College District
Location
Clovis Community College
Closing date
Jul 29, 2021

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Job Details

Posting Number:

AA2021-1111

Title:

Director, Institutional Research, Planning, and Effectiveness (Clovis Community College)

Campus Location:

Clovis Community College

Start Date:

09/01/2021

Essential Functions of Position:

GENERAL PURPOSE

Under general direction of the College/Campus President or Vice President, plans, organizes, directs and integrates research programs, initiatives and activities supporting college strategic planning processes, budget development and institutional effectiveness and student learning outcome assessments for an assigned college to improve student learning; oversees and participates in the development and maintenance of data required to support evidence-based decision making on a diverse range of educational and organizational issues; and performs related duties as assigned.

DISTINGUISHING CHARACTERISTICS

Director, Institutional Research, Planning and Effectiveness is distinguished from Senior Director, Institutional Research, Planning and Effectiveness in that an incumbent in the latter position directs an institutional research, planning and effectiveness program that is both larger in scope and more varied in terms of instructional disciplines.

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 the institutional research, planning and effectiveness programs and initiatives for an assigned college; with employees, develops, implements and monitors work plans to achieve goals and objectives; contributes to development of and monitors performance against the annual program budget; manages and directs development, implementation and evaluation of plans, work processes, systems and procedures to achieve annual goals, objectives and work standards.

  2. Directs and manages the performance of assigned employees; directs and oversees the selection of assigned employees; establishes performance requirements and personal 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 Personnel Commission Rules, Board policies, Administrative Regulations, Human Resources procedures and collective bargaining agreements.

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

  4. Serves as a member of the college president’s council and participates in the development and implementation of college strategic plans, goals and objectives; leads and directs assigned employees in the development and application of new methodologies, technologies and business process improvements to achieve higher efficiency, productivity and customer service in work processes.

  5. Provides college leadership and coordination of ongoing accreditation activities and continuous improvement efforts; assists the college Accreditation Liaison Officer in developing and writing annual and periodic reports, materials and responses including the Institutional Self Evaluation Report required by the Accrediting Commission for Community and Junior Colleges (ACCJC); participates on and may lead in the development of accreditation-related projects; monitors and stays abreast of trends and state-wide initiatives related to accreditation and institutional effectiveness.

  6. Coordinates, participates in and assists administrators and faculty in strategic planning and unit/ program planning including developing supporting data and formulating annual goals and/or unit plans and shepherding plans through the constituent approval process; works with constituent groups to identify goals, benchmarks and key performance indicators; ensures planning processes are evidence-based, integrated and aligned with accreditation and other planning-related requirements; promotes understanding of institutional goals and data through communication in various forums; facilitates assessments of goal accomplishment.

  7. In collaboration with the College President,, senior management, and staff, develops and leads implementation of an ongoing research program, priorities and calendar to support evidence-based assessment of District/college/state-mandated plans, programs and services; student learning success and equity metrics; Guided Pathways; enrollment management; retention and matriculation and other issues; formulates research study design from problem definition/hypothesis development through to data collection, analysis, interpretation and findings; selects appropriate research design and methodology, collects and performs quantitative and qualitative analyses of complex data, interprets research results and communicates findings and conclusions; prepares narrative and statistical reports, and develops presentations of research findings and results appropriate to various audiences.

  8. Leads efforts to create and maintain data dashboards/tools to enhance the availability of information and reports; facilitates dialogue on how to interpret results and use research findings in decision-making processes and in implementing new and modified programs, policies, practices and systems to effect desired changes in outcomes.

  9. Designs and conducts a variety of research surveys to support grant-funded initiatives; analyzes and compiles research data to provide evidence-based support for grant-funding applications and projects.

  10. Develops, recommends, evaluates, implements, and documents policies, standards, techniques, and procedures on data collection, accountability and data repositories and research and reporting activities designed to improve efficiency and effectiveness of the services provided by the department; oversees training on research and data collection policies and procedures.

  11. Interprets, applies and ensures compliance with applicable laws, codes and regulations; monitors and remains current on applicable legislative decisions and developments; serves as a resource for faculty and staff on research related literature and up-to-date research practices; serves as an institutional research liaison for various state and regional organizations to keep abreast of national, state and local institutional research issues and trends.

  12. Trains and leads faculty assigned as data coaches for the development of consistent, reliable data for use in conducting ongoing research and analyses; leads data validation and reconciliation to ensure data integrity across college.

  13. Works with other Institutional Research directors and staff to coordinate institutional research and planning initiatives among colleges and on a District-wide basis.

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

  15. Serves on committees and represents the District at local, regional, state and national conferences, meetings, workshops and training seminars.

OTHER DUTIES

  1. Participates in participatory governance processes and initiatives.

  2. 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.

  3. 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.

A master’s degree from an accredited college or university in social science, data science, mathematics, statistics, economics or other related research field, and three years of increasingly responsible experience designing and administering institutional research and planning programs, including the uses of advanced information technology tools and state-of-the-art statistical software; OR

Meet the state minimum qualifications for an educational administrator, which include a master’s degree and at least one year of formal training, internship or leadership experience reasonably related to the administrative assignment; or California Community College Supervisory Credential.

LICENSES, CERTIFICATES AND OTHER 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.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of:

  1. Theory, principles, methods and techniques of institutional and social science research, particularly as applicable to research of college institutional effectiveness, student learning outcomes and other key research issues to improve student learning.

  2. Methodologies and techniques of statistical analysis using statistical research packages such as SPSS and Statistical Analysis Software (SAS) and relevant coding languages.

  3. Relational database principles and database design and administration practices including relevant query and programming languages and data-mining methods and tools.

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

  5. Principles and practices of survey development, design and dissemination.

  6. Principles, tools and techniques of project planning and management.

  7. Applicable federal, state and local laws, rules and regulations, including the Family Educational Rights and Privacy Act, California Education Code and Administrative Code provisions.

  8. Community college curriculum, organization, operations, policies and objectives.

  9. Principles and practices of strategic and program planning applicable to an educational institution.

  10. Principles and practices of organizational improvement, equity and culture change.

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

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

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

  14. Research methods and analysis techniques.

  15. Principles and practices of effective management and supervision.

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

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

  18. 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 practices and aim to create a culturally responsive teaching environment.

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

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

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

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

  9. Plan, direct and participate in programs and activities to support institutional planning and research for an assigned college.

  10. Define issues, analyze problems, evaluate alternatives and develop sound, independent conclusions and recommendations in accordance with social science research theory and practice and with applicable laws, regulations, rules and policies.

  11. Identify, investigate and define research issues, locate sources of relevant data to meet research needs and requirements, and apply appropriate and sound research and statistical methodologies.

  12. Develop and maintain research databases, models and information tools and reporting systems.

  13. Present research findings clearly, logically and in a meaningful and understandable format appropriate to the audience and purpose.

  14. Work collaboratively with other college and District administrators, faculty and staff and provide expert advice and counsel to develop solutions to complex issues.

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

  16. Develop and implement appropriate procedures and controls.

  17. Understand, interpret, explain and apply applicable laws, codes and ordinances.

  18. Represent the District effectively in dealings with students, employees and other colleges.

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

  20. Operate a computer and use standard business software.

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

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

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

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

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

  26. Contribute to institutional vitality and growth.

Conditions of Employment:

223 duty days and 22 vacation days for a total of 245 days.

Salary and Benefits:

$114,498 – 140,817 based on education and experience. A doctoral stipend of $2,160 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 for employees. Employees are also members of the California State Teachers’ 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.

For more information, contact the Academic Human Resources Office, 1171 Fulton St, Fresno, CA 93721, (559) 243-7100. For more information on the Clovis Community College or State Center Community College District, visit our website at www.scccd.edu. Please refer to position number CPRES-DIR (SLOT# 1101).

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:

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 complex data, information and documents; analyze and solve complex problems; observe and interpret conditions and situations; learn and apply new information or skills; perform highly detailed work; work on multiple, concurrent tasks with intensive deadlines and frequent interruptions; and interact with District/college 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 work site and to adjust to work schedule changes. This is an academic management position exempt from overtime provisions of the Fair Labor Standards Act.

Additional Information about the Position:

At Clovis Community 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 faculty member will be an equity-minded individual committed to student success by collaborating 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. Reflects on institutional and teaching practices and aims to create a culturally responsive teaching environment; and
    5. Strategically builds buy-in and participation among colleagues for equity-related initiatives.

    Clovis Community College seeks faculty members who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational goals. Divisions strongly encourage collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences. Clovis Community College faculty are expected to be knowledgeable about, and willing to use, different learning and teaching methods appropriate to the students they serve. Faculty members should be open and willing to participate in culturally relevant professional development that will help them prepare for the population of students who attend Clovis Community College.

    The ideal candidate will share Clovis Community College’s commitment to educating its racially and socioeconomically diverse student population. As Fall 2020, we currently enroll over 13,500 students in which 45% identify as Latinx, 12% as Asian/Pacific Islander, 3% as Black/African American, 32% as White, 1% as American Indian/Alaska Native, and 5% as multiracial. Clovis Community 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 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.

    CLOVIS COMMUNITY COLLEGE
    About the College

    Located in the heart of California, Clovis Community College is the newest college in the State Center Community College District, as well as one of the newest and fastest growing community colleges in California. Clovis Community College offers quality education in a friendly, innovative, and contemporary setting to students from the Fresno, Clovis, and foothill communities. Accredited in 2015, the College’s culture is based on a commitment to and a vision for creating and maintaining a collaborative teaching and learning environment that fosters equitable student achievement and academic excellence.

    The College’s instructional and student services units are united by the common goal of providing exemplary academic programs and support services tailored to meet the needs of its diverse student population and its communities. The College mission and vision reflects this ambitious and inspiring goal.

    OUR MISSION
    Creating Opportunities – One Student at a Time

    • We embrace diversity and serve all students of the community;
    • We believe education is based on integrity, generosity, and accountability;
    • We foster critical, creative, and engaged thinking;
    • We support student success by preparing students for their futures and for the community’s future through career/technical certificates, degrees, and transfer programs;
    • We cultivate community partnerships to enhance student learning and success;
    • We engage in reflective, data-drive cycles of research and innovation focused on learning and student outcomes.
      Clovis Community College continues to make history with many accolades and accomplishments, because of its emphasis on excellence and student success, and recently had its accreditation reaffirmed for seven-years by the Accrediting Commission for Community and Junior Colleges (ACCJC). Additional awards and accomplishments:
    • Selected Top 10 Finalist for the National Bellwether Award in 2018 , out of nearly 400 nominations submitted nationwide, for our English Department’s collaboration with Clovis West High School;
    • Awarded “Champion for Higher Education,” for exemplary work in awarding associate degrees for transfer for three years in a row, 2018, 2019, and 2020, by the Campaign for College Opportunity; and
    • Earned the following rankings out of 116 California Community Colleges(Data source: UC/CSU Transfer and Units Accumulated Data Source – California Community College’s Student Success Metrics; AD-T’s Earned Data Source – Campaign for College Opportunity).
      • #1 for the number of transfer students to UCs and CSUs (per 1,000 students) in 2017-18;
      • #1 in Associate Degrees for Transfers earned (per 50 FTES) in 2018-19; and
      • #2 in Associate Degrees earned with the fewest units accumulated by students 2018-19.

    CCC Institutional Research Site

    Open Date:

    06/15/2021

    Close Date:

    07/29/2021

    Closing Time:

    11:55 pm

    Open Until Filled:

    No

    Quick Link:

    https://scccd.peopleadmin.com/postings/3921

    Organization

    State Center Community College District (SCCCD) was formed in 1964 when it assumed control of Fresno City College and Reedley College. SCCCD serves approximately one million people and 18 unified and high school districts in more than 5,500 square miles of urban and rural territory, including most of Fresno and Madera counties and portions of Kings and Tulare counties. SCCCD is governed by a seven-member board of trustees who represent seven trustee areas. Total district enrollment for the fall semester 2012 is over 34,000 students. SCCCD is a merit system district with over 2,300 faculty and classified staff represented by the California School Employees Association (CSEA) and the American Federation of Teachers (AFT). The total operating budget for SCCCD in 2012-13 is $168 million. 

    Fresno City College, established in 1910, enrolls in excess of 22,000 students and offers more than 100 associate of arts and science degree programs and 60 certificate of achievement programs in vocational/occupational areas. Reedley College, established in 1926, is located in Reedley (approximately 25 miles southeast of Fresno) and enrolls approximately 6,200 students in a variety of courses and degree programs in occupational education and the arts and sciences. SCCCD operates three educational centers with a combined enrollment of approximately 8,300 students. The Willow International, Madera and Oakhurst centers offer programs in general education for transfer and two-year degrees. In addition, the district offers occupational and technical training at its Career and Technology Center and the Training Institute.

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    United States

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