Standard Seven :
Faculty and Staff
The institution has sufficient qualified full-time and part-time faculty and staff to support its educational programs and services wherever offered and by whatever means delivered. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse ethnic, social, and economic backgrounds by making positive efforts to foster such diversity.
A. Qualifications and Selection
A1 The institution has sufficient faculty and staff who are qualified by appropriate education, training, and experience to support its programs and services.
The institutional needs for faculty and staff are clearly identified by the departments each year in the budget planning process. These needs are also identified in the Educational Master Plan1 and the list of needed faculty recommended by the Faculty Senate each year. The ratio of full-time to part-time instructors that districts meet or move towards is 75:25%. For those districts who have not yet reached the 75:25 ratio, the Chancellor�s Office establishes hiring targets. Victor Valley College exceeded their hiring target by 5.7% for Fall 1997.2 Budget development and departmental planning are tied to the institutional mission and goals documented in "The Driving Force" adopted each year by the Board of Trustees.
Budget limitations do not allow all personnel requests to be filled. Positions are prioritized and the positions of highest priority are filled as funds are available. Even though the College has had a sufficient number of faculty, as reported in the "Faculty Obligation Information"2 sent to the Chancellor�s Office each year, many programs have unfilled requests for full-time faculty. The Faculty Senate annually identifies, prioritizes, and submits recommendations for hire to the administration each year. A list of fifteen was submitted for 1998-993 and six were funded and advertised. Other employee groups hiring recommendations are submitted through the planning and budgeting processes.
1. The College will explore options to improve adjunct hiring. Recommend hiring full-time faculty in areas that it is hard to find adjunct. This will also bring us closer to the 75:25 ratio.
A2 Criteria, qualifications, and procedures for selecting all personnel are clearly stated, public, directly related to institutional objectives, and accurately reflect job responsibilities.
The Board of Trustees has adopted policy for recruitment and selection (Board Policy 4111) of all constituent groups and a diversity plan (Board Policy 4111.1).4 The education, training, and experience requirements for all positions advertised are developed by the departments requesting the position and are reviewed before they are advertised. A trained affirmative action representative is present at all hiring meetings to ensure awareness and compliance with affirmative action policy and procedures. Affirmative action training opportunities are available to all employee groups. Minimum and desirable qualifications are clearly stated in job announcements; are public; and are related to the instructional objectives as defined in the The Driving Force (pp.i,ii).5 Search procedures are described in the public document "Faculty and Staff Diversity Plan."6
Several departments have difficulty finding sufficient numbers of adjunct faculty each semester to staff all course offerings. Departments having the most difficulty include: all sciences, speech, child development, English, ESL, and math. Human resources works with the department chairs to maintain a pool of qualified faculty for each department to draw from to staff all sections. Adjunct course assignments are made approximately two months before the beginning of each semester to ensure all courses are staffed. Despite the efforts made some departments continue to have difficulty staffing all sections assigned to adjunct faculty. Faculty minimum qualifications have not been relaxed in order to fill adjunct positions. Human Resources and the Faculty Senate use the Academic Senate Disciplines List along with an equivalency policy to establish qualifications for all faculty. An eminence process has been recently adopted and is used sparingly in instances where a faculty member is eminently qualified and there are no other candidates who meet the minimum qualifications. The Equivalency Committee has decided not to have a procedure to hire using a single course equivalency due to the belief it is not in the spirit of the meaning of equivalency.
1. The College will make instruction a priority for hiring.
A3 Criteria for selecting faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of the institution.
Interview questions and demonstrations target qualifications specific to each discipline and job to assess knowledge, effective teaching, and the individual�s overall potential to contribute to the institution. All degree-related qualifications are from accredited institutions and non-U.S. degrees are cleared and verified in a statement in every contract.
Policy and procedures affecting personnel selection are working well. In accordance with the Victor Valley College Faculty and Staff Diversity Plan Policy Statement (1994) "we will continue to make faculty and staff diversity efforts to ensure that the recruitment, screening, selection, hiring...are in accordance with principles of equal opportunity." Hiring is tied directly to the institutional mission and objectives and is integral with planning and budgeting processes. Classified positions were reviewed campus wide and updated in 1992. Out of that activity came the establishment of the Job Evaluation Advisory Group (JEAG).
1. Revisit/revise the Faculty and Staff Diversity Plan.
2. The College will continue to adhere to the Diversity Plan as adopted by the Board of Trustees.
A4 Degrees held by faculty and administrators are listed in the institution�s primary catalog. All U.S. degrees are from institutions accredited by recognized accrediting agencies. Degree from non-U.S. institutions are recognized only if equivalence has been established.
Among the regular and contract faculty, 19 faculty members have earned doctorates. Seventy-nine members of the faculty hold master�s degrees. All degrees held by regular and contract faculty are from accredited institutions. Among the 27 administrative/management/confidential staff, 1 holds a doctorate, 8 have master�s degrees, 6 have bachelor�s degrees, and 6 have associate degrees. All employed faculty and staff meet at least the minimum qualifications specified on job vacancy announcements; most exceed minimum qualifications.
Criteria for selection and the selection process have been effective in attracting and selecting highly qualified full-time faculty, administrative/management/confidential, and classified personnel at Victor Valley College. Desirable qualifications include job-related experience and training to encourage rather than discourage applications.
B1 The evaluation of each category of staff is systematic and conducted at stated intervals. The follow-up of evaluations if formal and timely.
The "Victor Valley College Evaluation of Administrators"7 details the guidelines and procedures for evaluating the administrative staff to improve their effectiveness. The process outlined in this document is formal and systematic. Classified staff members are evaluated in accordance with Board Policy 4217 for permanent employees and Board Policy 4217.l for probationary employees.8 These policies, along with the Classified Performance Evaluation Report,9 provide a systematic evaluation process. However, evaluations are not always consistently conducted at stated intervals. The Classified Performance Evaluation Report does not address the issue of follow-up on the evaluation.
A phone survey was conducted using a cross-section of employee groups to determine the frequency and timeliness of their evaluations and whether they felt their evaluations were constructive and promoted self-improvement. The results of the survey is as follows:
The same three questions were asked of 50 employees. 1) Have you ever been evaluated? 2) Have you been evaluated on a regular basis? 3) Do you feel the evaluation process is constructive? All fifty answered that they have been evaluated. Thirty-three answered that they have been evaluated on a regular basis; 17 said they had not been evaluated on a regular basis. Twenty-five said that they feel the evaluation process is constructive; 25 said they did not feel the evaluation process is constructive. It was mentioned that the new evaluation forms, for classified employees which are based on the actual job descriptions, have proven helpful to those conducting the evaluations.
1. Conduct a survey to assess the effectiveness of the evaluation process for all groups.
2. Board policy will be reviewed to include evaluation policies for all groups of staff. The only group presently covered by Board policy is classified personnel. The policy could be stated simply, "The Board of Trustees authorizes the Superintendent/ President to develop procedures for all employees on campus."
B2 Evaluation processes seek to assess effectiveness and encourage improvement.
Confidential, supervisory, and management employees are evaluated using an instrument adopted in Spring 1990. This instrument, "Evaluation Process for Confidential, Supervisory and Management Employees,"10 provides a formal and systematic evaluation procedure. This process seeks to assess effectiveness and encourage improvement by utilizing the principle of management by objectives. Board policy still has not been revised to include evaluation policies for all groups of staff. The only group presently covered by Board policy is the classified personnel. In the last accreditation self-study plan it was noted that Board policies are not necessary as its procedures are covered and controlled by the contracts with each group and/or the handbook for the management group.
There is no formal or stated evaluation process for part-time academic employees. However, division deans conduct observations, administer student evaluations, and schedule follow-up meetings with hourly academic employees at the deans� discretion.
The process used to evaluate confidential, supervisory, and management employees is formal, systematic, and timely.
The evaluation procedures used for administrators is in accordance with the "Victor Valley College Evaluation of Administrators" as of the 1990-91 academic year.
The Board of Trustees is in charge of forming the evaluation committee and carrying out the evaluation process for the Superintendent/President. The evaluation includes survey information from constituent groups campus-wide, as well as board member evaluations and a self-evaluation. The process has been effective.
1. A tracking system will be set up and followed consistently so that evaluations can be monitored and conducted at prescribed intervals.
B3 Criteria for evaluation of faculty include teaching effectiveness, scholarship, or other activities appropriate to the area of expertise, and participation in institutional service or other institutional responsibilities.
The full-time academic faculty (teaching and non-teaching) are evaluated in accordance with evaluation guidelines contained in Article 15 of the Contract Agreement between Victor Valley Community College District and the Victor Valley College Faculty Association, (July 1995--June 1999).11 Article 15 describes the systematic evaluation process which seeks to assess effectiveness and encourage improvement. Teaching excellence is the principle criterion for the retention of instructors. Probationary evaluations are also conducted for the new, full-time faculty member, and faculty who are on tenure track are evaluated extensively. The adjunct faculty are evaluated during the first year of teaching at Victor Valley College, and then, every third semester. There is no formal or agreed to evaluation process for adjunct employees. The evaluation is conducted by one of the deans, if declined by the department chair, and consists of student evaluations, and a self-evaluation.
A system for tracking evaluations was created at one time but, because of administrative changes, has not been kept up or followed consistently. A tracking system needs to be in place to insure that evaluations are held for everyone in a timely manner. An attempt was going to be made to use the Harmony System (software) to assist supervisors in their responsibilities with the evaluation process, but this software has not been put in place. It is felt by those who have had the bulk of the responsibility that the evaluation process is an extremely time-consuming and demanding process and not many of the department chairs or supervisors want to participate on a regular basis. It is also a burden for the few clerical staff involved, as only confidential employees can be used in processing the evaluations. A suggestion was made that more latitude for criteria be used to evaluate tenured faculty such as portfolios, professional development profiles, and so on in addition to the peer evaluations and student evaluations from one or two classes.
1. The College will establish a formal written evaluation process for part-time faculty.
2. The College will expand the evaluation methods used for tenured faculty.
3. Staff Development
C1 The institution provides appropriate opportunities to all categories of staff for continued professional development, consistent with the institutional mission.
The institution provides appropriate opportunities to all categories of staff for continued professional development, consistent with the institutional mission as published in a document entitled, The Driving Force, Priorities for the 90s and Beyond.5 Staff is afforded the opportunity to attend conferences, workshops, and seminars in an effort to stay current in their fields. On-campus staff development activities are planned and offered to all segments of the college community. All staff are encouraged to give presentations on areas of their expertise.
The College continues to supplement the funding to support the needs of the staff development plan. These needs include the preparation of a Staff Development Handbook/Flex Guidelines in which the purpose and role of staff development and its uses are explained, the activities for the year are outlined, and the relationship between flex time and staff development is defined.
Staff development activities are intended to address the needs of campus groups. Topics of seminars include computer software training, business communications, cultural diversity awareness, and cross cultural communication.12
A needs assessment18 is conducted by the staff development office each spring to obtain input from all employees for the following year�s in-house activity planning.
Staff development activities are supported by the administration and the Board of Trustees. The committee funded employee requests to attend a variety of workshops, seminars, and conferences. Instructional improvement is further supported through the purchase of equipment and supplies such as a computer available to all staff and test-making software. The committee supported and funded monthly faculty colloquies designed to better inform the faculty of current campus issues on an informal basis.
All employees are entitled to funds through both AB1725 and TTIP grants17 for various workshops, seminars, and conferences. Instructional improvement is further supported through the purchase of equipment and supplies such as a computer available to all staff and test-making software.
Beginning Fall 1998, the staff development committee has established Technology Mini-Grants18 to encourage innovations in integrating computer technology into education. Through the TTIP grants and the support of administration, a Faculty/Staff Resource Room equipped with computers and training software will become available to all employees in Spring 1999.
1. The Staff Development Committee will continue to assess the needs of the entire staff with regard to personal and professional growth and identify methods of meeting those needs.
2. The College will encourage review of all staff training/workshops by the Staff Development Committee to alleviate repetition and promote advertisement of the training.
3. The College will encourage the publication of a Staff Development Handbook/Flex Guidelines in which the purpose and role of staff development and its uses are explained, the policies regarding funding for various staff development activities are outlined, and the relationship between flex time and staff development is defined.
C2 Planning and evaluation of staff development programs include the participation of staff who participate in, or are affected by, the programs.
The Staff Development Committee13 at Victor Valley College is comprised of two classified members, two management members, and two faculty members and is chaired by a faculty member who is paid a stipend as Staff Development Coordinator. The committee meets as needed.
The responsibilities of this committee are to:
- Develop a Human Resources Development Plan.13
- Plan and develop personal and professional growth activities for all staff.
- Review and approve requests for Staff Development funds for travel to conferences, seminars and workshops for all staff.
- Distribute information on professional and personal development activities from outside sources.
- Administer an annual Needs Assessment Survey to determine what activities to plan for the upcoming year.
- Assist the Flex Committee in planning appropriate flex activities for the faculty.
- Facilitate the revision and implementation of a New Employee Orientation Program.
- Review and approve funding for special projects which may be submitted on an individual basis.
Staff development activities are evaluated and supported by the administration and the Board of Trustees. However, in the past, adjunct faculty members had limited knowledge and participation in all the staff development activities. Beginning Fall 1998, the administration has made an effort to encourage and fund adjunct faculty members� participation in staff development activities. The committee funds employee requests to attend a variety of workshops, seminars, and conferences. Instructional improvement is further supported through the purchase of equipment and supplies.
1. The College will investigate the funding of a full-time position for the Staff Development Coordinator to more effectively plan for and promote personal and professional development.
2. The College will support a Special Recognition Committee, developed under the auspices of the Staff Development Committee, to carry out the board policy formulated to recognize employees for services above and beyond the call of duty.
3. The College will continue to supplement AB 1725 funding to support the needs of the staff development plan. These needs include a) the preparation of a Staff Development Handbook in which the purpose and role of staff development and its uses are explained, the activities for the year are outlined, and the relationship between flex time and staff development is defined; b) the development of an effective employee orientation program; c) the hiring of a full-time secretary to the staff development coordinator; and d) the development of a faculty/staff resource center.
4. The College will review and develop a safety and wellness process.
- General Personnel Provisions
D1 The institution has and adheres to written policies ensuring fairness in all employment procedures.
District personnel policies and procedures have been written for every employee group. These documents are available for review by all staff members. The Victor Valley College board policy book covers policies and administrative regulations for all three employee groups: management, faculty, and classified. Employment procedures, compensation, benefits, reassigned time, and leaves are addressed in these documents. In addition, an agreement between Victor Valley Community College and the Community College Association (CCA) is renegotiated periodically. This contract contains all the conditions of faculty employment including grievance procedures, salary structure, benefits, hours and working conditions, and leave provisions. A similar agreement exists between the Victor Valley Community College and California School Employees Association (CSEA). Issues addressed in the classified contract include anniversary and salary dates, benefits, grievances, holidays, vacations, overtime, industrial accident or job incurred illness leave, transfer/reassignment, and due process procedures. Staff involvement in the development of these contracts is clearly defined through the negotiations process. Previous contracts have included multi-year and single-year agreements.
CCA and CSEA contracts are negotiated every year. The negotiation of multi-year contracts is more practical since much of the information remains the same. The term of personnel contracts is an issue that is negotiated by each personnel group. The current CCA contract term is 1995-1999. Complaints regarding the equitability of workloads among employees of the same job classification are minimal. However, complaints regarding workload issues relating to increased work within classifications continue to be a concern in each employee group. Limited district funding makes the resolution of this issue even more challenging.
The process of reviewing all district personnel policies and regulations has indicated the importance of having all staff familiar with personnel policies and procedures as well as negotiated contracts. Negotiated agreements, Management Handbook, Faculty Handbook, and Affirmative Action guidelines help to improve uniformity of application.
1. The College will develop a written policy regarding privacy of information for academic and management personnel records.
D2 The institution regularly assesses and reports its achievement of its employment equity objectives, consistent with the institutional mission.
Personnel policy and procedures for adjunct faculty are identified in Board Policy 417014 and the Faculty Handbook.15 The Faculty Handbook contains information about employment procedures and additional information on the organization of the College so faculty members know who to contact if they have questions on academic and administrative procedures.
D3 Personnel policies and procedures affecting all categories of staff are systematically developed, clear, equitably administered, and available for information and review.
Personnel policies and procedures are clearly stated in each of the aforementioned documents. All documents are accessible through the President�s Office and the Human Resources Office. The President�s Office is currently putting all board policies in e-mail. Since the establishment of a formal Human Resources Office in January 1985, sincere efforts have been made to administer all personnel policies and procedures in an equitable and open manner. To ensure this, Victor Valley College has implemented a Staff Diversity/Affirmative Action Plan,13 which is updated as needed. The district also publishes a brochure (Staff Diversity/Affirmative Action, Title IX, Gender Equity, and Sexual Harassment: GUIDELINES, POLICIES, and PROCEDURES for VVC District)19 designed to inform students, employees and prospective applicants of its policies about the issues of Affirmative Action. This brochure is updated as the need arises. Personnel policies are developed using the same formal process as all other board-adopted policies. A policy is initiated, reviewed by the College Assembly, and then sent to the Board of Trustees for two readings. The institution makes provision for the security and confidentiality of personnel records.
Numerous academic policies have been developed or revised and made current with the provisions of AB 1725 during the past few years. These include the full-time and part-time faculty hiring policies and equivalency standards. The Academic Senate Joint Personnel Policies Committee, in conjunction with the Faculty Association, is working on revisions of the evaluation policies for full-time and part-time faculty and department chairs. Other policies are still in need of revision. The "Victor Valley College Evaluation of Administrators" details the guidelines and procedures for evaluating the administrative staff to improve their effectiveness. Classified policies also have been systematically developed and revised, although some employment tests need to be updated to reflect more accurately the particular positions or the skills required in performing the assigned duties.
D4 The institution makes provision for the security and confidentiality of personnel records. Personnel records are private, accurate, complete, and permanent.
Personnel records are private, accurate, complete, and permanent. The Victor Valley Community College Board Policy Book16 contains a policy regarding privacy of personnel information for classified staff only. This policy is clearly stated and is consistently administered throughout the College.
No written board policy on privacy of personnel information is available for academic or management employees; however, the district operates in compliance with the law for all classifications in regard to the security and privacy of information of personnel records.
1. The College will investigate workload issues concerning technology mediated instruction (i.e. distance education). TMI workload is currently a bargaining issue.
2. The College will continue to establish written policies and procedures for accessing the Internet by students, faculty, and staff.
3. The College will investigate the development of a handbook for classified personnel.
4. The College will clarify information relating to adjunct faculty in the current faculty handbook in such areas as workload criteria, evaluation procedures, and so on.
5. The criteria for determining classified workloads will be submitted to the CSEA negotiating team for review.
6. The College will increase its efforts at fully implementing the new employee orientation program for classified personnel.
Standard Seven Documents Cited:
- Educational Master Plan
- Full-Time Faculty Obligation
- Faculty Hiring Recommendation
- Board Policy 4111, Recruitment and Selection; and Board Policy 4111.1, Staff Diversity/Affirmative Action
- The Driving Force (pp. i, ii)
- Faculty and Staff Diversity Plan
- Victor Valley College Evaluation of Administrators
- Board Policy 4217, Probation and Evaluation; and Board Policy 4217.1, Probationary Status
- Classified Performance Evaluation Report
- Evaluation Process for Confidential, Supervisory, and Management Employees
- Contract Agreement between Victor Valley Community College District and the Victor Valley College Faculty Association, (July 1995�June 1999), Article 15
- Staff Development Workshop brochure
- Human Resources Development Plan/Advisory Committee
- Board Policy 4170, Adjunct Faculty Evaluations
- Faculty Handbook
- Board Policy Handbook
- Needs Assessment
- Affirmative Action Brochure
These were listed for 7D, but I don�t know where they go in the document. Mark on the document where these notes go.
1. Management handbook
2. Orientation Packet
3. Doc 4170 Board Policy concerning adjunct faculty
4. Cost Containment Program and Employee Injuries and Illnesses Prevention Program
5. CCA Agreement
6. CSEA Agreement
7. Faculty Handbook
8. Human Resources Board Policies
9. Doc. 4213.1 privacy of Information of personnel records for classified employees.
10. Staff Diversity Action Plan
11. Gender/Ethnicity Statistics
12. Brochure on Affirmative Action issues
13. Minimum Qualifications for Faculty and Administrators in California Community Colleges.