This job has expired

Interim Director, Dual Enrollment (Reedley College)

State Center Community College District
Reedley College

View more

Executive Administration Jobs
C-Level & Executive Directors
Administrative Jobs
Institutional & Business Affairs, Admissions & Enrollment, Institutional Research & Planning
You need to sign in or create an account to save a job.

Job Details

Posting Number:



Interim Director, Dual Enrollment (Reedley College)

Campus Location:

Reedley College

Start Date:


Essential Functions of Position:

Under the direction of the Dean, Student Success and Achievement, the Director, Dual Enrollment will support the seamless transition from secondary to post-secondary education, as well as successful implementation of development of Guided Pathways from K-12 through the university. The Director will serve as the primary administrator on the design, implementation, and evaluation of Dual Enrollment programs at Reedley College and will oversee matters related to planning, developing, budgeting, implementing, complying with rules and regulations, monitoring, and evaluating of programs and activities. The Director will work closely with Admissions and Records, Financial Aid, Counseling, the Office of Instruction, and all Academic Deans to help support early college initiatives and high school to Reedley College transition.

Director, Dual Enrollment is distinguished from other directors by its responsibility for creating a sustainable and sound infrastructure to support and expand Dual Enrollment that includes current enrollment, RC Everywhere Initiative, early college, and middle college high school partnerships wile promoting educational access and equity. Incumbents have broad management responsibilities requiring advanced knowledge of instruction and curriculum and local and statewide initiatives related to College and Career Access Pathways.

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. Serves as primary administrator on the design, implementation, and evaluation of Reedley College’s Dual Enrollment Programs; develops and implements services, strategies, projects, goals, and objectives for each program; leads, supervises, trains, and evaluates assigned personnel.
  2. Develops and monitors budgets, coordinates expenditures and maximizes financial resources; prepares requisitions for apportionment reimbursement for each high school district the director works with.
  3. Develops a collaborative working environment with Deans and Vice Presidents in instruction, educational services, and institutional effectiveness, and student services related to dual enrollment initiatives; manages grant projects related to promoting and evaluating dual enrollment in our service area; submits mandated reports to appropriate personnel according to established timelines.
  4. Serves as a liaison between institutions for course scheduling, curriculum, conflict resolution, resources, and personnel to ensure clear communications and enrollment practices; meets with high schools/District administrators and conduct needs analyses in order to prepare Career and College Access Partnership (CCAP) agreements acceptable to both the college and the high school districts; resolves problems raised by faculty and students of the dual enrollment programs.
  5. Supports and maintains the implementation of local and statewide initiatives, such as AB 30 (College and Career Access Pathways), non-AB 30, and dual enrollment/early college efforts; keeps up to date on legislation related to dual enrollment/early college/middle college initiatives and keeps Vice President abreast of any changes; prepares recommendations and/or contracts as appropriate and submit them to the administration and/or the Board of Trustees for consideration to ensure compliance with legislation.
  6. Ensures student support structure is established for each signed agreement, including but not limited to counseling, matriculation, tutors, and books; works with college staff and faculty to facilitate enrollment for high school students participating in a pathway; works collaboratively with instructors, staff, and high schools/districts to ensure that current and future dual enrollment courses and activities meets Career Access Pathways Act (AB 30) requirements and comply with established standards, laws, codes, rules, regulations, policies, and procedures.
  7. Conducts site visits and strengthen communication between the college, high schools/districts, and their respective academic and student affairs departments; maintains constant communication with feeder high schools and ensure that the courses offered are the same rigor as the courses offered on the college campus.
  8. Work with Institutional Research to capture data necessary for reporting and presentations; prepares and delivers oral presentations related to assigned areas to constituent groups, and campus executive leadership; provides training and professional development for Dual Enrollment staff, faculty, and administrators.
  9. Develops and coordinates marketing, recruiting, and outreach activities to facilitate and enhance knowledge of and participation in Dual Enrollment Programs by students, including parent orientations.
  10. Plans, organizes, directs, controls, integrates and evaluates the work of assigned categorically funded programs; with employees, develops, implements and monitors work plans to achieve goals and objectives; contributes to development of and monitors performance against the annual program(s) and grant budgets; researches, identifies and assists with the solicitation of grants, donations and other sources of funding; manages and directs development, implementation and evaluation of plans, work processes, systems and procedures to achieve annual program goals, objectives and work standards.
  11. Participates in the selection of full-time and part-time faculty in coordination with the department, selection advisory committees, and the Human Resources Department; conducts and/or facilitates new employee orientations; encourages faculty in their continuing professional development; works to promote and maintain a collegial environment; serves as a mediator in the adjudication of faculty, staff, student and community conflict-resolution and grievance processes.
  12. Directs and manages the performance of assigned employees; directs and oversees the selection of employees; establishes performance requirements and professional development targets for direct reports; regularly monitors performance and provides coaching for performance improvement and development including timely performance evaluations; ensures accurate reporting of absence time; hears and acts on grievances; subject to concurrence by senior management and Human Resources, approves or takes disciplinary action, up to and including termination, to address performance deficiencies, in accordance with Board Policies, Administrative Regulations, Human Resources procedures, Personnel Commission Rules, and collective bargaining agreements.
  13. Provides day-to-day leadership and works with employees to ensure a high-performance, service-oriented work environment that supports achievement of the department’s and the District’s mission, objectives and values; promotes workplace diversity, inclusion, cultural competency and a positive work environment.
  14. Participates in the development and implementation of District/college strategic plans, goals and objectives; leads and directs department employees in the development and application of new methodologies, technologies and business process improvements to achieve higher efficiency, productivity and customer service in department work processes.
  15. Collaborates and develops partnerships with local school districts, feeder schools, public agencies and community resources to identify typically underrepresented students; plans, develops and implements program components including outreach, student selection/enrollment, financial assistance, instructional and social activities and student support services; provides technical expertise and information to students, staff and administrators regarding programs and services; identifies technology and online educational initiatives to support students and faculty.
  16. Creates, and works with faculty to maintain, an assessment plan that measures program courses for student learning outcomes and serves as an equity lens into the instructional departments; leads and works with the Vice President and faculty in conducting curriculum and overall program review, evaluation and planning to ensure the currency and relevance of curriculum in meeting student needs; identifies curriculum and service gaps and recommends training programs, courses and curriculum areas for development to improve student learning.
  17. Makes presentations to diverse audiences, including the Board of Trustees and other board-level groups.
  18. Recommends, develops, implements, and revises policies, procedures and operational guidelines to improve and/or clarify processes.
  19. Interprets, applies and ensures compliance with all federal and state laws, applicable program policies, procedures, guidelines and reporting requirements; remains current on applicable legislative decisions and developments; ensures accuracy and validity of program tracking and data; develops, maintains and audits spreadsheets, databases and reports; utilizes third-party portals and databases to research and track student information.
  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:

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.

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.

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 of:

  1. Current research and best practices in student retention and success.
  2. Legislation related to dual enrollment, high school enrichment, middle college high schools, and early college high schools.
  3. Principles, practices, methods and techniques of program, administrative and organizational analysis, planning and management applicable to assigned program.
  4. Principles and practices of instructional program development and administration including methods of instruction and the application and use of educational technologies.
  5. Accreditation standards of the Accrediting Commission for Community and Junior Colleges.
  6. Federal, state and local laws, regulations and policies governing community college programs, services, fiscal and reporting requirements including the Family Educational Rights and Privacy Act, California Education Code and Title IV.
  7. Advanced principles, practices, methods and concepts used in public agency contracting and contract administration.
  8. District/college student recordkeeping practices, procedures and systems for processing and maintaining student information.
  9. Principles and practices of sound business communication including proper English usage, grammar, spelling, and punctuation.
  10. Principles and practices of public administration, including budgeting, purchasing and maintaining public records.
  11. Research methods and analysis techniques.
  12. Principles and practices of effective management and supervision.
  13. Principles and practices of strategic planning.
  14. Basic principles and practices of organizational improvement and culture change.
  15. Safety policies and safe work practices applicable to the work being performed, including those required in crisis or threat situations.
  16. Board Policies, Administrative Regulations, Human Resources procedures, Personnel Commission Rules, and collective bargaining agreements.
  17. Community college and its mission and goals.

Skills and Abilities to:
  1. Understand the importance of holding oneself accountable as educators for closing equity gaps and engaging in equitable practices.
  2. Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility.
  3. Encourage positive race-consciousness and embrace human difference.
  4. Reflect on institutional and teaching practices and aim to create a culturally responsive teaching environment.
  5. Strategically build buy-in and participation among colleagues for equity-related initiatives.
  6. Effectively engage and support historically minoritized groups by addressing issues of equity and improving culturally responsive service-oriented practices.
  7. Develop and maintain an inclusive work environment that fosters diversity, respect and engagement.
  8. Plan and direct the operations, administration and complex reporting of federal, state and county grant funded programs.
  9. Work collaboratively with myriad college administrators and stakeholders to develop and implement projects and educational programs in assigned under-served populations.
  10. Analyze and make sound recommendations on complex community college educational needs, educational programming and community partnership opportunities/issues within areas of responsibility.
  11. Define issues, analyze problems, evaluate alternatives and develop sound, independent conclusions and recommendations in accordance with laws, regulations, rules and policies.
  12. Prepare and administer memorandums of understanding, partnership agreements, contracts, invoices and documents.
  13. Organize, set priorities and exercise expert, independent judgment within areas of responsibility.
  14. Develop and implement appropriate procedures and controls.
  15. Understand, interpret, explain and apply applicable laws, codes, rules and policies.
  16. Represent the District/college effectively in dealings with students, employees and other colleges.
  17. Prepare clear, concise and comprehensive correspondence, reports, studies and other written materials.
  18. Operate a computer and use standard business software.
  19. Make presentations and present proposals and recommendations clearly, logically and persuasively to diverse audiences.
  20. Communicate effectively, both orally and in writing, and practice active listening.
  21. Use tact and diplomacy in dealing with sensitive and complex issues, situations and concerned people.
  22. Establish and maintain effective working relationships with all those encountered in the course of work.
  23. 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:

Salary is $109,046 – $134,113 based on education and experience. A doctoral stipend of $2,270 is available. Actual salary and stipend is prorated for the amount of duty days worked in a fiscal year. In addition, the District offers an attractive fringe benefit package including medical, dental, and vision coverage for the employee and dependents, and life insurance. Employees are also members of the California State Teacher’s Retirement System (CalSTRS).

Selection Procedure:

Applications will be screened by Human Resources for completeness and 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 by the closing date and time listed on the job announcement, a selection committee will review the candidates who are best qualified based on the minimum and desirable qualifications then determine who 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 to the needs of our applicants. SCCCD EEO Plan

For more information, contact the Academic Human Resources Office, 1171 Fulton St, Fresno, California, 93721, (559) 243-7100. For information on Reedley College or State Center Community College District, visit our website at Please refer to Position No. RDUE-DIR.

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

Additional Information:

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this assignment. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

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

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

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

Additional Information about the Position:

At Reedley 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.
Reedley College seeks academic managers who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational goals. The college strongly encourages collaboration across all departments and divisions to create inclusive, integrated, and interdisciplinary learning experiences. Academic managers should be open and willing to participate in culturally relevant professional development that will help them prepare for the population of students who attend Reedley College. Additionally, the college desires academic managers to utilize a framework of practices that is grounded in change theory and cognitive science.

The ideal candidate will share Reedley College’s commitment to educating its racially and socioeconomically diverse student population. As of the 2019-2020 academic year, we currently enroll over 19,000 students in which 74% identify as Latinx, 5% as Asian/Pacific Islander, 2% as Black/African American, 15% as White, 1% as American Indian/Alaska Native, and 2% as multiracial. Reedley 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.

About the College
Reedley College is located in the central San Joaquin Valley of California in the city of Reedley, which has a population of approximately 25,000. Known as “The World’s Fruit Basket,” Reedley is in one of the richest agricultural regions of the world. Reedley College was established in May 1926 as Reedley Junior College and has affected many lives since then. In its 95 years, Reedley College has developed into a crucial component of higher education in the central San Joaquin Valley, offering over 153 degrees and certificates in 37 areas of study taught by approximately 140 full-time faculty and 225 part-time faculty. The college is one of 11 community colleges in California to offer students on-campus housing. Reedley College was selected to be one of the 20 California Community Colleges to participate in the groundbreaking California Guided Pathways Project. It was chosen in part due to its strong focus on student success and equity. Guided Pathways is a transformational framework that focuses on reviewing and revising college policies, procedures and practices with the goal of designing with the student in mind. Reedley College has embraced Guided Pathways with the college’s goal in mind, “We motivate and inspire students to succeed”. The project is designed to significantly increase the number of students who earn a certificate or degree at a California Community College.

Reedley College Mission
Reedley College motivates and empowers students to be successful by providing high-quality, innovative educational opportunities. We inspire a passion for learning to meet the academic and workforce goals of our diverse communities. Our associate degree programs, career technical education, and transfer level courses are offered in an accessible and safe learning environment.

RC College Planning Site

Open Date:


Close Date:


Closing Time:

11:55 PM

Open Until Filled:


Quick Link:


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.

Find Us
United States
You need to sign in or create an account to save a job.

Get job alerts

Create a job alert and receive personalised job recommendations straight to your inbox.

Create alert