1. Kale Braden, Cosumnes River College Sherrie Guerrero, Associate Superintendent, Chaffey College David Morse, ASCCC Executive Committee

2.  Providing leadership to the campus ◦ Change agents through shared governance  Ensuring compliance ◦ Ed Code, Title 5 ◦ Accreditation Standards  Personnel decisions ◦ Hiring, Moving on, Discipline  Distributing resources according to planning models ◦ Program Review ◦ Fiscal accountability

3.  Rosenthal, R. (2008). Those who would not serve: Factors influencing community college faculty members’ interest in applying for administrative positions. (Doctoral Dissertation). UC Davis.  Some key findings ◦ 56.4% of respondents reported no future interest in applying for administrative position ◦ 55% declared that getting faculty interested in administrative positions was either “very” or “extremely” important.

4.  Some key findings ◦ Three factors were deemed as “somewhat positive.” These factors were:  The ability to affect change at a broader level  The ability to give back to their department/college  Administrative salary levels.  Faculty early in their careers distinctly valued the increased administrator’s salary and corresponding retirement benefits but an increased salary level diminished as an incentive with faculty’s years of service.

5.  Some key findings ◦ Four factors were deemed as negative. These factors were:  12-month on-campus work schedule  Limited contact with students  Perceived stress in position  40-50 hours per week on-campus work schedule

6.  A person employed in an administrative position that is not part of the classified service, who has not previously acquired tenured status as a faculty member in the same district... shall have the right to become a first-year probationary faculty member once his or her administrative assignment expires or is terminated if all of the following apply: ◦ (a) The process by which the governing board reaches the determination shall be developed and agreed upon jointly by representatives of the governing board and the academic senate, and approved by the governing board. 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 the administrator possesses the minimum qualifications for employment as a faculty member.

7. ◦ The process shall further require that the governing board provide the academic senate with an opportunity to present its views to the governing board before the board makes a determination and that the written record of the decision, including the views of the academic senate, shall be available for review pursuant to Section 87358. ◦ (b) Until a joint agreement is reached pursuant to subdivision (a), the district process in existence on January 1, 1989, shall remain in effect. ◦ (c) The administrator has completed at least two years of satisfactory service, including any time previously served as a faculty member, in the district. ◦ (d) The termination of the administrative assignment is for any reason other than dismissal for cause. ◦ (e) This section shall apply to every educational administrator whose first day of paid service in the district as a faculty member or an administrator is on or after July 1, 1990. --California Education Code Section 87458

8.  ACCA Admin 101 and 102  CIOs’ 411 Training  Statewide Conferences and Meetings

9.  “Us vs. Them” Thinking  Wrong motives for moving into Administration

10.  What characteristics or qualities does a good academic administrator have?  Where do we want our administrators to come from? If not from faculty, where?  What processes exist on our campuses that can help us to identify good administrative candidates?

11.  How can we improve the pool of candidates for administrative positions?  How can we help administrators to work better with faculty and to be more effective after they are hired?

12. Thank you for joining us.