APPENDIX H. Centers of Excellence Roles and Responsibilities/Minimum Qualifications

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1 APPENDIX H Centers of Excellence Roles and Responsibilities/Minimum Qualifications Center of Excellence positions for 2018 RFA Statewide Director - 1 Regional Directors Los Angeles and Orange County 1 Bay Region 1 North/Far North -1 South Central Coast - 1 Inland Empire 1 San Diego/Imperial-1 Central - 1 Director, Center of Excellence Centers of Excellence The Centers of Excellence (COE) for Labor Market Research support the community colleges by providing reports and technical assistance designed to enable community colleges to remain relevant and responsive in their offerings. The COEs are located strategically to study the regional economies of California and provide insight (and consultation thereof) on emerging and changing workforce and occupational needs to be used by the regional colleges as a basis for program planning, resource alignment, and resource development. Through the required activities of labor market research, the COE are charged with developing relationships with employers, industry or trade associations, labor, the workforce investment system, economic developers, the key talents under the Doing What MATTERS for Jobs and the Economy, and the field for the purpose of validating industry-specific workforce needs. Internally, the COE are tasked with providing technical assistance and labor market research to Sector Navigators, Deputy Sector Navigators, Regional Consortia Chairs, college leadership, and faculty. The products and partnerships produced by the Centers are designed to assist faculty and college decision-makers in such areas updating curriculum, starting new programs (single or multi-college

2 approach), regionally plan for specializations and foundational programs across a region, developing customized training, seeking grants, expanding outreach to industry, and increasing awareness of how other colleges are responding. The goal is improve the alignment of college offerings with labor market needs and industry demand for new and more relevant education, training, and career development services offered through the community colleges. The COE also have the responsibility to refresh labor market information that inform priority/emerging sector selection, provide updated reports on these sectors for the website on an annual basis as well as maintain a running inventory of labor market research reports pertinent to each region, inform college investment of resources to meet local and regional needs, and support data needs of the field as extended support to both the Regional Consortia leadership, Launchboard, the Strong Workforce Program, and Guided Pathways. The Regional Directors for the COEs: Provide labor market assessments for applications routed through the regional consortia program recommendation process. Provide data and information to assist regional colleges with program investment strategies (such as Perkins or Strong Workforce) and/or other planning or grant applications. Participate in and advise on statewide data improvement projects, such as Code Alignment, LaunchBoard, Guided Pathways, CTE Outcomes Survey, etc. Advance labor market research practices and topics relevant to community colleges o Conduct in-depth studies on priority and emergent sectors for the state and/or the seven macro- and 15 micro-regions o Incorporate employment outcome data and analyses into reports and research when applicable o Research and collaborate statewide and nationally on best practices/ and recommended methodology for supply-demand analyses o Maintain and regularly refresh occupational and program crosswalks Collaborate with other regional COE and the statewide COE on common research practices and methodologies, to develop internal research tools, and leverage resources to maximize research capacity. Provide training and/or consultation on how to use labor market information and related tools to college practitioners Disseminate data and information to regional colleges and external partners o Contribute to and actively maintain reports and research products on the COE initiative s website o Present current research, trends and findings to field The Statewide Director for the COEs: Acts as first contact and liaison between the network of COEs and the CCCCO Division of Workforce and Economic Development. Coaches and mentors regional COEs to deliver on expectations under DWM and in the Strong Workforce Recommendations. o In identifying high growth and emerging industries and occupations for study, and scoping out research objectives. o In the development and successful implementation of new technical assistance areas, such as CTE Portfolio Management, Launchboard, Employment Outcomes Survey Labor Market Information. o o In responding to performance and other feedback. In onboarding new and current COEs to ensure consistent service/product delivery and processes

3 o In advising professional development to those in the COE network so that they can perform to expectations Regularly convenes COE director conference calls (monthly) and in-person meetings (at least 2 per year) to coordinate, ensure effectiveness, and ensure quality control of the products/services within network. Produces standard and ad hoc data/reports in support of the CCCCO data needs. Collaborates and partners with state and national leaders that are advancing best practices with the use of labor market information and data to effectively manage CTE portfolios. Maintains COE external and internal website, integrated with the DWM framework that would make all publishable reports and data publicly available and accessible. Develops and maintains a COE advisory committee to advise how best to operationalize the system s priorities, how best to integrate with related bodies of work, to ensure usefulness of products/services, to look ahead at trends, and identify potential research projects. Provides subscriptions for, and expands the use of, emerging and evolving research tools and data sources on behalf of the regional COE (examples include EMSI Analyst, Burning Glass Labor Insight, Qualtrics, etc.) Assesses the impact of COE technical assistance (e.g., follow-up surveys) to colleges, partners, regional bodies, other grant programs and external stakeholders. Minimum Qualifications Recommended for COE Directors Education: Bachelor s Degree in a relevant field, plus a minimum of three years of relevant experience in the collection, analysis, interpretation and dissemination of labor market information. Master s Degree preferred but not required. Experience: Demonstrable experience in the following - The development and analysis of surveys, statistical studies, and other methods of projecting and validating local, regional and/or state labor market needs, trends and projections Proper control and review of data for accuracy and reliability Use of the available public and/or proprietary sources of labor market information to produce state-of-the art labor market reports The creation of professional reports disseminated through multiple channels Providing information and analyses used in the improvement of Community College programs, offerings, strategies and decision-making Working closely with college faculty, deans, administrators and leadership at community colleges and regional consortia Management experience or experience working with distributed teams of collaborators Centers of Excellence Directors Aligning Guided Pathways and Centers of Excellence Deliverables This document uses the specific practices highlighted in the CCRC Scale of Adoption and the CCCCO Self- Assessment to identify ways that Centers of Excellence Directors can advance guided pathways.

4 Pillar 1: Mapping Pathways to Student End Goals College engages in systematic coordination with K- 12, four-year institutions and industry partners to inform program requirements. Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college s service area. Provide colleges and regions with labor market information to inform program mapping and content Clarify to colleges and regions how competencies and job opportunities relate to each other at the two-year and four-year levels Pillar 2: Helping Students Choose and Enter a Pathway Every new student is helped to explore career/college options, choose a program of study, and develop a full-program plan as soon as possible. Assist the Chancellor s Office with professional development about exploration activities and tools College has structures in place to scale major and career exploration early on in a student s college experience. Pillar 2: Helping Students Choose and Enter a Pathway Required math courses are appropriately aligned with the student s field of study. Provide colleges and regions analyses of critical quantitative reasoning skills desired by area employers Self-Assessment: Shared Metrics College is using clearly identified benchmarks and student data to track progress on key activities and student academic and employment outcomes. Self-Assessment: Integrated Planning College-wide discussions are happening with all stakeholders and support/commitment has been expressed by key stakeholders to utilize the Guided Pathways framework as an overarching structure for the college s main planning and resource allocation processes, leveraging existing initiatives and programs Support college and regional understanding and use of Strong Workforce Program metrics to support review of progress toward completion, transfer, and employment goals. Support colleges and regions in understanding how to leverage the Strong Workforce Program to implement Guided Pathways

5 Self-Assessment: Strategic Professional Development Results of learning outcomes assessments are used to improve teaching and learning through program review, professional development, and other intentional campus efforts. Provide regional training on how to use labor market information, in conjunction with K-12 and CCC partners when possible, and particularly in the context of advising