GENERAL PURPOSE

Under the general direction of the college President, plans, organizes, directs and serves as the program manager for District-wide coordination and project administration of the program and budget; Manages the implementation of externally funded programs; provides oversight of Innovation Centers intended to support upskills for incumbent workers and incoming college students through an Agriculture Systems Certificate throughout the District; works with faculty to develop curriculum; ensures grant-funded positions and activities meet funders’ established goals, objectives and reporting guidelines; manages the implementation of programs and services; acts as a liaison with other educational institu­tions and community resources; cultivates local and regional partnerships; and performs related duties as assigned.

DISTINGUISHING CHARACTERISTICS

The District Director, Grant Funded Projects – Agrifood Technology & Engineering Collaborative (AgTEC) is distinguished from other directors by its responsibility for the development, implementation, tracking, and reporting of District grant funded program resources and oversight of the Innovation Centers. Incumbents will have broad management responsibilities requiring advanced knowledge of instructional services and grant development.

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 grant funded program staff and faculty; with employees, develops, implements and monitors work plans to achieve program goals and objectives; contributes to the development of and monitors performance of the program deliverables against the program goals; manages and directs the development, implementation and evaluation of plans, work processes, systems and procedures to achieve annual program goals, objectives and work standards.

2. 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 adjudicating faculty, staff, student and community conflict-resolution and grievance processes.

3. Directs and manages the performance of assigned employees; participates in 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.

4. 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.

5. Participates in the development and implementation of District and 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.

6. Plans, manages and directs the development, and execution of Innovation centers and programs; assesses budgetary decisions and keeps financial records; provides staff support in processes to evalu­ate and make decisions on grant allocation of funds based on strategic and funding priorities; establishes, maintains and amends sub-grant budgets and contracts; reviews project invoices to ensure conformance with grant contract terms and conditions; prepares and submits financial projections, analyses, financial state­ments and all required project reporting, including fiscal and tech­nical reports, to the U.S. Department of Education; works with internal/external auditors, briefs upper management on any compliance issues, and makes recommendations for resolution.

7. Plans, organizes and directs the implementation of AgTEC grant projects and initiatives; works with constituent groups and farmworker organizations to develop, promote and support instructional and student support programs and facilities that foster student success and are responsive to worker needs; collaborates with other regional directors to ensure programmatic and delivery alignment; develops networks with industry partners to support grant initiatives.

8. Coordinates with employees and external partners to solicit information needed to write funding proposals, generate budgets, delineate projected outcomes, and assemble required documentation; evaluates, reviews and edits narratives, program descriptions and budgets prepared for inclusion in grant proposals to ensure proper grammar, data accuracy, completeness and compliance with funder and District guidelines.

9. Creates and works with faculty and staff to maintain an assessment plan that measures program courses for student learning outcomes and serves as an equity lens into the instructional/training departments to improve student learning; leads and works with vice chancellor, deans 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 development of needed training programs; integrates hands-on experiences for students into curriculum and that courses are in alignment with the provisions of the grants. Ensures curriculum leads to appropriate skill competencies and an Agriculture Systems Certificate as well as offering Credit for Prior Learning (CPL) and Competency Based Education (CBE).

10. Oversees operations of AgTEC Innovation Centers throughout Districts; ensures access to and integra­tion of instruction, student services and administrative services to enhance student equity and to improve student retention and program completion; works with Career Center counselors and job developers to ensure career services are aligned with the Guided Pathways Framework and are integrated with other disciplines; develops regional networks and secures opportunities to support workforce development and student job placement; and acts as a liaison to other support services throughout the college and community.

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

12. Recommends, develops, implements, and revises policies, procedures and operational guidelines to improve and/or clarify processes.

13. 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 related outcomes data.

14. Serves on or leads committees, work groups and task forces, and represents the District at local, regional, state, workshops and training seminars; assists in the development of a regionwide AgTEC workforce council; attends community meetings and events and works at community and industry sites as necessary; and monitors the political land­scape impacting funding streams, program areas and strategic priorities.

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. Assists discipline faculty in the development of advisory committees and provides guidance to the committees.

4. Performs related duties as assigned.

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; and one year of formal training, internship, or leadership experience reasonably related to the administrator’s administrative assignment OR possession of a valid 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.

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.

Prior management experience, and related work experience in the areas of Credit for Prior Learning, Competency Based Education, grant management, and distance education.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of:

1. Principles, techniques and best practices for workforce development, training programs, budget development/man­agement and community outreach.

2. Regional, District and individual college goals, funding priorities and organizational resources.

3. Current and emerging technology platforms that relate directly to instruction and student services in higher education.

4. Online/Distance Education learning management systems.

5. New developments and innovations in community colleges and higher education as they relate to delivery of the program.

6. Principles, practices and methods of complex grant budget development, management, tracking and reporting in compliance with District, state and federal guidelines.

7. Federal, state and local laws, regulations and policies governing fiscal requirements of community colleges and educational institutions.

8. Principles, practices, methods and concepts used in public agency partnerships.

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

10. Community college curriculum development process and procedures, organization, operations, policies and objectives.

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. Principles and practices of strategic planning.

17. Basic principles and practices of organizational improvement and culture change.

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

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

20. District/Community college 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 educational 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. Work collaboratively with District/college administrators and regional partners to develop and institution­alize AgTEC projects, educational programs and methodologies.

9. Analyze and make sound recommendations on complex community college educational needs, edu­cational programming and community partnership opportunities/issues within areas of responsi­bility.

10. Define issues, analyze problems, evaluate alternatives and develop sound, independent conclusions and recommendations in accordance with laws, regulations, rules and policies.

11. Oversee the preparation and administration of grant allocation reports, partnership agreements, contracts, invoices, and documents.

12. Interpret, explain and apply complex legal mandates, regulations, guidelines, policies and procedures applicable to assigned responsibilities with consistency and a high degree of accuracy.

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

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

15. Develop and implement appropriate procedures and controls.

16. Understand, interpret, explain and apply applicable laws, codes, rules and policies.

17. Represent the District/college effectively in dealings with the public, employees and other colleges.

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

19. Operate a computer and use standard business software.

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

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 District vitality and growth.

$122,088 – $137,412 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).

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 selection 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 advisory 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 Reedley College or State Center Community College District, visit our website at www.scccd.edu. Please refer to position number RGRT-DIR-AGTC (Slot #2733).

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.

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, the employee is 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. The employee is frequently required to walk, 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 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/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 worksite and to adjust to work schedule changes. This is an academic management position exempt from overtime provisions of the Fair Labor Standards Act.

REEDLEY COLLEGE
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