Professional Standards

Encourage Dialog about Equivalency Practices

Whereas, Use of equivalency is required by California Education Code §87359, and the “agreed upon process shall include reasonable procedures to ensure that the governing board relies primarily upon the advice and judgment of the academic senate to determine that each individual faculty member employed under the authority granted by the regulations possesses qualifications that are at least equivalent to the applicable minimum qualifications”;

Oppose Efforts to Permit Single-Course Equivalency

Whereas, Representatives of the California Community Colleges Chancellor’s Office have recently claimed publicly that Legal Opinion L 03-28 [1], which deems single-course equivalency illegal, could be reversed as a means to meet the Strong Workforce Program goal to increase the numbers of industry experts serving as Career and Technical Education (CTE) instructors, a reversal which is contrary to the established Academic Senate for California Community Colleges position in opposition to single-course equivalency as established by its adoption of Resolution 10.09 S02;

Defining Collegiality in the Workplace

Whereas, Concern that lack of collegiality has negatively impacted the morale and health of faculty leading to collective bargaining agreement provisions allowing for investigation and mediation to resolve non-collegiality issues;

Faculty Involvement in Responding to Litigation or Student Complaints

Whereas, Education Code §70902 (b)(7) ensures the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards;

Whereas, Title 5 §53200 includes grading policies and standards or policies regarding student preparation and success as areas in which a college district must rely primarily or reach mutual agreement with the local academic senate based on local policy;

Infusing Equity throughout College Processes

Whereas, the Chancellor’s Office’s Student Equity Fact Sheet acknowledges that achievement gaps for disproportionately impacted groups are deeply influenced by systemic institutional practices in higher education, including “college and/or district accreditation, educational master planning, program review, and basic skills planning processes,” as well as “planning, budgeting, and the delivery of instruction and services”[1],[2],[3];

Career Technical Education and Laboratory/Activity Faculty and College Governance

Whereas, The recommendations of Board of Governors Task Force on Work Force, Job Creation, and a Strong Economy not only recognized the necessity of colleges’ career technical education (CTE) programs but also the increased the necessity of CTE faculty participation in governance locally and statewide;

Whereas, The Academic Senate for California Community Colleges recognizes the need for CTE faculty participation through resolutions and positions;

Local Certification of Qualification for Single Course Instruction

Whereas, In 2002 Academic Senate Resolution 10.09 S02 stated opposition to single course equivalencies, and in 2003 CCCCO Legal Opinion 03-28 by Ralph Black, requested by the Academic Senate, opined that single course equivalencies are not compliant with Title 5 regulations and Education Code;

Sound Principles For Faculty Evaluation

This paper is a response to Academic Senate Resolution 19.05 F11, which called for an update of the 1990 Academic Senate Paper Guidelines for Developing a Faculty Evaluation Process. The current paper presents the position that faculty evaluations should be focused on professional development and on personal and professional growth and should provide meaningful, useful feedback to the evaluee.


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