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

invests the exclusive representative with the right to appoint such a representative. 153 However, section 70901.2 does not create a right of representation on such task forces. The exclusive representative’s appointment rights are only triggered after the district has made a determination to include classified staff on the governance committee or task force. Further, this right applies only to “governance” groups. Governance groups are those which establish policies and procedures—rather than apply existing policies and procedures to specific circumstances. Thus, for example, a committee to establish criteria for selecting an architect could be a governance function. But a committee established to apply those criteria to particular applicants is not a governance committee, and the district may appoint a classified employee to such a committee without the employee being designated by the exclusive representative. Finally, Districts must adopt policies and procedures that provide students the opportunity to participate effectively in district and college governance. The District must consult with the Associated Student Government Organization regarding the formulation and development of district and college policies and procedures that have or will have a significant effect on students. 154 These issues include grading policies; codes of student conduct; academic disciplinary policies; curriculum development; courses or programs which should be initiated or discontinued; processes for institutional planning and budget development; standards and policies regarding student preparation and success; student-services planning and development; student fees within the authority of the district to adopt; and any other district and college policy, procedure, or related matter that the district governing board determines will have a significant effect on students. 155 As California has become increasingly rich in ethnic and cultural diversity, so has the population of its community colleges. In addition to race and ethnicity, significant changes in law and society have expanded access to, and equity in, the workplace for a wide range of protected statuses, including gender, disability, religion, sexual orientation and gender identity. Throughout this time of growth and change, the community college system and state legislature have sent a clear message that, “the vitality and stability of California will thrive in direct proportion to its ability to foster productive citizenship in this diverse, multicultural environment [and that] [t]he community colleges play a major role in ensuring educational opportunity and success for all of California’s people . . . .” 156 One of the ways California’s community colleges are expected to prepare their students for success in a diverse world is through their own hiring practices. Community colleges are uniquely regulated with regard to their recruitment and hiring procedures. For example, since 1999, a minimum qualification for all community college administrative and academic positions has been a demonstrated “sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students.” Section 8 R ECRUITMENT , I NCREASING D IVERSITY , AND T ITLE 5

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