Name that Section - Frequently Used Education Code and Title 5 Sections for Community College Districts

the important thing is to use this statement as an opportunity to set the tone for the district and send a clear message.

Additionally, district EEO plans are required to demonstrate “continuing good faith efforts.” A policy statement provides one vehicle to encourage compliance with this requirement. We suggest that the policy statement specifically express the district’s commitment to “continuing good faith efforts,” and cross reference those sections of the EEO Plan (e.g. “other measures”) that outline the district’s ongoing strategies for increasing the diversity of its workforce.

d. Plan Component 4: Delegation of Responsibility Authority and Compliance

i. Legal Requirements This component is required by the Title 5 regulations. Section 53003 subdivision (c)(1) requires that districts include in their EEO Plans the name of the designated employee(s) who has/have been assigned the responsibility and authority for implementing the EEO Plan and assuring compliance with Title 5 requirements. 187 Further, Title 5 states that “the administrative structure created by any delegations of authority to the equal employment opportunity office or others…shall be designated in such a manner so as to ensure prompt and effective implementation of the requirements of this subchapter.” 188

The Guidelines recommend that an advisory committee component be included because advisory committees have specific authority under the equal employment opportunity regulations.

ii. Implementation In addition to the guidance provided in the Model Plan, we make the following recommendations for drafting this component of district EEO Plans:

First, the Model Plan notes that, “[d]istricts are organized in various ways; consequently each district’s Plan will reflect how responsibilities are delegated in that district.” Based on this, the Model Plan recommends that districts, “[b]e sure that the delegation of responsibilities is consistent with the district’s overall structure.” 189 While this is certainly sound guidance, we also note that many districts—in particular multi-campus districts—find that their existing structures make it difficult to infuse the values of diversity into the hiring process. Therefore, developing Component 4 also offers districts the opportunity to examine and address any structural impediments to workforce diversification. For example, college administrators involved in making hiring decisions at their colleges may have limited communication and coordination with a centralized human resources staff. For academic hires, these administrators are often focused on the particular criteria and minimum qualifications for the position, and do not have a strategy for assessing candidates’ sensitivity to the diversity of community college students.

Therefore, in addition to the recommendations articulated in the Model Plan , Component 4 should describe how human resources staff will collaborate with other administrators to:

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