Transcript Setting High Professional Standards

Setting High
Professional Standards
Eminence, Minimum Qualifications and Learning
Assistance
Spring Plenary Session 2009
Beth Smith, Grossmont College, Chair
Julie Adams, Academic Senate, Executive
Director
Dianna Chiabotti, Napa Valley College
Joseph Bielanski, Berkeley City College
Yolanda Bellisimo, College of Marin
Standards and Practices
Committee Members

General Equivalency Knowledge:
◦ Equivalency processes and criteria must be
jointly agreed upon by the local board and
senate.
◦ Equivalencies may be granted for master’s
degree disciplines, but the non-master’s
disciplines are under discussion.
◦ Discipline faculty are the designated experts in
determining whether or not an applicant’s work
and education are at least equivalent to the
required minimum qualifications.
Eminence and the Absence of a Associate
Degree Minimum Qualification
**Search “eminence” under Title 5, and
high school qualifications appear.
**No credential or degree required to teach
CTE in high schools.


Resolved, we conclude
that eminence may no
longer be used to qualify
faculty when evaluating
minimum qualifications
during the faculty hiring
process; and
Resolved, we investigate
if a Title 5 change is
necessary to eliminate
eminence as a means to
qualify candidates in
hiring pools.
Eminence
•No
longer in Title 5 for
community colleges.
•Inconsistent
use by
administrators when
considered outside of
equivalencies.
•Problematic
for human
resources departments
based on inconsistent use
by faculty and
administrators.
•Can
be easily assumed
under equivalencies.

Resolved, we
recommend to the
Board of Governors that
there is no equivalent to
the associate degree for
disciplines in which a
master’s degree is not
generally expected or
available, and that an
associate degree is the
minimum educational
qualification required for
all faculty members in
these disciplines.
Associate Degree
as Minimum Qual
•College
CTE faculty should
have at a minimum an
associate degree to
understand what their
students are experiencing.
•Faculty
need to have
expertise in the discipline
as well as a general
education.
•We
award these degrees!
•College
faculty need to be
recognized as experts with
higher qualifications than
faculty at high schools.
Learning Assistance
Resolution 10.01 Fall 2008
Resolved, That we clarify the scope and
intent of the minimum qualifications for
Learning Assistance and Learning Skills
Coordinators or Instructors (Title 5 §53415)
and publish the results as soon as
possible.

Learning Assistance or Learning Skills
Coordinators or Instructors (Title 5 §53415):
The minimum qualifications for service as a learning
assistance or learning skills coordinator or instructor, or
tutoring coordinator, shall be either (a) or (b) below:
(a) the minimum qualifications to teach any master’s level
discipline in which learning assistance or tutoring is
provided at the college where the coordinator is employed;
or
(b) a master’s degree in education, educational psychology,
or instructional psychology, or other master’s degree with
emphasis in adult learning theory.
Minimum qualifications do not apply to tutoring or learning
assistance for which no apportionment is claimed.
Basic Skills

Resolution 10.01 S99
Resolved that we reaffirm our opposition to
basic skills as a separate discipline or as a
sub-discipline to any discipline on the
Master's List for minimum qualifications, and
Resolved that we refuse to consider any
proposed changes to the Disciplines List in its
present review of the Disciplines List and
subsequent reviews that would lower
minimum qualifications for faculty who teach
basic skills courses.
 Survey
1. Does
your college have a
learning assistance or
learning skills coordinator or
instructor?
2. If “yes,” can you send us the
job description?
Next Steps?