Yosemite Community College District Hiring for Counselor/Coordinator, TRIO-Student Support Services – Full-Time Tenure – Special Programs/Student S at Modesto, California (US) Full Time

Modesto Junior College

 

Counselor/Coordinator, TRIO-Student Support Services – Full-Time Tenure – Special Programs/Student Services – Modesto Junior College

Salary: Placement on the Yosemite Community College District salary schedule dependent upon education and experience. 2022-2023 Salary Schedule – $66,698 to $124,506 per year, plus an annual $2,725 stipend for an earned doctorate. New personnel limited to a maximum tenth step initial placement based on previous experience – maximum equals $ 103,538.

Closing Date: 

 

To apply, submit your application and required documents on-line via our applicant system at: http://50.73.55.13/counter.php?id=268672

 

MINIMUM QUALIFICATIONS:

Master’s in counseling, rehabilitation counseling, clinical psychology, counseling psychology, guidance counseling, educational counseling, social work, career development, marriage and family therapy or marriage, family and child counseling, OR the equivalent

(NOTE: A bachelor’s degree in one of the listed degrees and a license as a Marriage and Family Therapist (MFT) is an alternative qualification for this discipline.)

 

Determined by California State Chancellor’s Office. Click link below for discipline applicable Minimum Qualifications:

Minimum Qualifications for Faculty and Administrators in California Community Colleges (cccco.edu)

 

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. For more information on equivalency, you may access the link below:

https://www.yosemite.edu/recruitment/equivalency_policy_and_procedures

 

Candidates not possessing the required qualification(s) as stated on this announcement must complete the Request for Equivalency Form as part of the application process to explain in detail how their qualifications are equivalent to those above; OR valid California community college instructor credential in appropriate subject issued prior to July 1, 1990 (per California Education Code 87355).

 

Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

 

Job Description Summary

All full-time faculty are expected to participate actively in their disciplines, department activities, and the general intellectual life and governance of the college. Under the direction of the Dean of Special Programs, be responsible for supporting and encouraging the enrollment, retention and academic goal attainment of students handicapped by language, social, economic and educational disadvantages, and facilitating the successful completion of their goals and objectives in college through academic and support counseling, financial aid and other support services via in-person and on-line spaces. Part of the assignment may be online, in the evening, and/or on weekends. Duties and responsibilities include but are not limited to:

• Conduct individual student counseling appointments, including drop-in meetings and group workshops. The assignment will include some weekend and evening duties.

• Teach orientation sessions to new students to acquaint them with programs, services, procedures, and policies.

• Help students understand the increasingly complex process of applying to college and registering for classes.

• Assist students with determining career goals, including administering and interpreting assessments, and linking those goals to a corresponding educational objective.

• Advise students with making course selections and help them to create an Educational Plan.

• Discuss university transfer options and help students to make positive and realistic transfer decisions.

• Refer students to appropriate student support and educational services on campus.

• Monitor, support, and encourage struggling students during the academic and/or progress probation process.

• Serve as liaison with CSU and UC systems, and private and out-of-state institutions, to gather and disseminate ever-changing information to students.

• Teach a wide variety of Guidance classes.

• Help students cope with the stresses and strains of college and life in general.

• Refer students to ongoing mental health (therapeutic) counseling as needed.

• Work flexible schedule to include evenings hours and weekends and possible off-campus sites.

• Participation in department and college-wide committees and participatory governance is expected.

• Collaborating with the college community on cross-disciplinary teamwork to recruit and prepare students to transfer to four-year institutions.

• Coordinating and organizing program activities and events, such as collaborating with internal and external community partners.

• Collecting program data to report to the Department of Education, to campus administrators, and to the District.

• Maintaining contact with TRIO-SSS students through transfer and beyond.

• Directs program planning, development and implementation of major components and objectives as delineated in the TRIO-SSS grant

• Ensures program compliance with all regulations to ensure compliance with campus, federal policies and regulations which include monitoring participant’s academic progress and required data collection, and providing evaluations appropriate to the program’s goals and objectives

• Develop and implement activities and programs to support the retention through graduation of TRIO-SSS participants

• Coordinate the recruitment and selection of program participants

• Plan, implement and maintain data collection and analysis systems to monitor and track retention and graduation of SSS participants

• Develop, interpret, and administer project policy and procedures to ensure compliance with Higher

• Education Opportunity Act, Education Department General Administrative Regulations (EDGAR), Federal TRIO Regulations and institutional policies

• Perform other duties as assigned

 

PHYSICAL AND MENTAL STANDARDS

Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.

Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.

Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.

Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently.

Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person.

Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments.

 

Preferred Qualifications:

• Experience in community college-based federally grant-funded programs and/or categorical programs.

• Competence in current professional principles, practices, and techniques for counseling.

• Demonstrated knowledge of and sensitivity to issues and needs of students from low‐income, diverse ethnic, cultural and socio‐economic populations, have knowledge of campus and community resources.

• Highly developed counseling skills enable one to comfortably deal with various personal issues without reflecting personal bias.

• Ability to conduct and develop appropriate workshops, guidance courses, and seminars.

• Willingness to use available technologies and assessment instruments with the ability to provide effective interpretation to students.

• Knowledge of counseling, concepts, issues, and resources.

• Awareness and commitment to the philosophy and objectives of the California Community College.

• Enthusiasm for the learning process.

• Commitment to supportive relationships with student

• Current understanding of assessment processes for improving student success at the course, program, and degree level.

• Competent in new pedagogies, such as accelerated learning, supplemental instruction, on-line or hybrid teaching, and other pedagogies directed at improving student success and student equity.

• Recent experience working with Latino, African American/Black, Hispanic, Native American, and other minoritized students, and an understanding of how historical patterns of exclusion of these groups within higher education shape patterns of participation and outcomes;

• Willingness to examine and remediate one’s instructional, relational, and counseling practices to more effectively engage and support minoritized students racially;

• Experience and skill in addressing issues of equity in the counseling process;

• Experience and expertise in culturally responsive delivery of service through the counseling process, especially as it relates to student academic retention, presentence, and completion.

• Demonstrated ability to address equity gaps within coursework and the classroom; counseling process.

• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

• Excellent organizational skills, interpersonal skills, and commitment to diversity, equity, and inclusion.

• Ability to articulate program objectives and advocate for program participants

 

DESIRABLE CHARACTERISTICS

• Ability to operate effectively in an environment of change and ambiguity.

• Vision and energy to plan and organize programs to enhance student success.

• Willingness to participate effectively in shared governance.

• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, and ability to conduct effective public presentations.

• Willingness and ability to be fully invested as a member of the Counseling Team.

• Ability to develop curriculum or services that stress innovation and improve student equity.

• Enthusiasm for the learning process.

• Commitment to supportive relationships with students and colleagues.

• Capable of counseling using counseling methods that accommodate various student learning styles.

• Participate in professional growth and remain current in the subject area and major state initiatives.

• Vision and energy to plan and organize programs to enhance student success.

• Willingness to participate effectively in shared governance and to work collaboratively.

• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, and ability to conduct effective public presentations.