|Duties & Responsibilities
||The Director of Learning Resources administers a successful coaching (tutoring) program by selecting, training, and supervising tutors and assisting with tutoring when needed. Learning Resource coaches, who are primarily graduate and advanced undergraduate students joined by two faculty members with limited hours, provide supplemental instruction in Writing, Visual Studies (Art History), Math/Science, select Software programs (such as Photoshop, Illustrator, InDesign, Autocad, Final Cut Pro, Dreamweaver), and Time Management/Study Skills. While the Learning Resource Center is open to everyone, international students constitute a significant portion of its clientele, with a growing population of graduate students making use of its services. This position has been redefined and expanded for a new leader who will assess current and emerging student needs across the College, adapt to new and evolving academic programs, harness new technologies and delivery methods, and create a new vision for a Learning Resource Center suitable for a creative, dynamic educational environment like CCA. It is a full-time, year-round role with release time to teach two developmental writing courses—usually during the spring and summer terms and typically targeting English Language Learners—but is also highly administrative and manages the work of 30+ work-study student coaches per year. The incumbent will be based in Oakland with one day per week on average in San Francisco. Optimally, the selected candidate will begin in May to overlap with the current Coordinator of Learning Resources, who is retiring. REPORTS TO: Associate Vice President for Student Affairs DEPARTMENT: Student Affairs RESPONSIBILITIES INCLUDE: Coach selection, hiring, and supervision: Hire 30+ qualified coaches per semester via the Workday human resource system. Create schedules, train coaches on online appointment-scheduling and timesheet-submission systems. Maintain accurate and timely logs of coaching hours. Ensure that coaching staff employs appropriate communication and pedagogical skills, is familiar with how to make college referrals, can guide students on communication and follow-up with faculty, and understands administrative processes. Provide ongoing support, feedback, and guidance to coaches. Attend yearly Work Study supervisor trainings every summer. Supplemental coaching/instruction: Offer individual or small-group coaching as needed, particularly during midterm and the last few weeks of each semester, when the director may spend up to 10+ hours per week on direct coaching to supplement student coach availability. Training and teaching: Provide mandatory training for coaches during first six weeks of the fall semester and offer a condensed training at the start of spring semester and/or summer session as needed. Teach two developmental writing courses, usually during the spring and summer terms and typically targeting English Language Learners (teaching opportunities will be contingent on ongoing demonstration of teaching effectiveness). Consultations and presentations: In coordination with Writing & Literature faculty and Academic Affairs staff, provide occasional workshops in ELL pedagogical methods for instructors across the college (typically two per semester, one on each campus). Give presentations about LRC services or English Language Learners as requested to First Year Advisors and Program Experts (faculty liaisons to academic advising), Writing & Literature faculty, Humanities & Sciences faculty, new faculty, etc. Occasionally consult for individual faculty and staff from student affairs, enrollment services, etc. about fostering a successful learning environment for ELL students. Marketing and outreach: Establish mission, vision, and learning objectives of the unit. Promulgate philosophy of coaching. Share information about LRC and coaching services to the larger CCA community via newsletters, flyers, class visits, and orientation presentations (new student orientation, international student orientation); coordinate with faculty to familiarize self with coaching-relevant course content, arrange referrals, etc. Operations and fiscal management: Anticipate and plan for emerging coaching needs, such as for online courses, graduate students, etc. Monitor the Learning Resource Center in Oakland and San Francisco, update software on LRC computers and order supplies as needed; oversee LRC website content; develop and monitor operational budget, including coaching expenditures. Assessment: Develop ongoing assessment tools to measure program outcomes. Use data about usage and effectiveness of coaching to modify staffing levels and/or improve services to advance student success and retention; write occasional (usually three per year) reports as requested by the Vice President for Student Affairs. Professional Memberships: Maintain active membership in professional organizations, such as TESOL, CATESOL, AET, and/or ACTLA. Representing Student Affairs: Represent the Division of Student Affairs at select campus committees, including the International Student (Admission) Meeting, the ESL committee in Writing & Literature, and the Student Affairs Leadership Team. Responding to emergencies: Manage response to mild to moderate risk-level student emergencies (missing students, physical health issues, victims of certain crimes) and respond to more serious emergencies under the direction of Student Affairs senior leadership. Participate in retention efforts conducted by the Division of Student Affairs. Ensure that the LRC coaches follow student affairs paraprofessional emergency protocols. Serve as a member of the CCA Emergency Response Team. Responding to misconduct: Take an increasing role in preventing and responding to incidents of harassment, discrimination, and misconduct (as determined by student affairs senior leadership). Ensure that the team follows CCA protocols for reporting and responding to possible incidents. Help establish a student culture in which diversity is encouraged and where students learn to respect differences, take responsibility for their actions, and exercise leadership. Work to support a college-wide learning environment that acknowledges diversity and utilizes diverse tools and thought to raise awareness for how and what we learn. Other duties: Perform other duties as assigned by the Associate Vice President.
|| MINIMUM QUALIFICATIONS: This position requires a Master’s degree in TESOL with experience teaching college-level writing or in Composition with additional credential/experience in TESOL or equivalent. Significant tutoring experience is required, with a strong preference for tutoring related to English Language Learners or composition at the developmental level. Experience or education in working with students with learning disabilities is strongly preferred, as is experience with supervision, budget management, and online human resources systems. Background in Art History and familiarity with software programs for which coaching is provided are helpful but not required, as is acquaintance with art education and/or communities of artists. Current CCA students may not apply for this position. This position requires significant attention to detail and a high level of proficiency with administrative processes and technology, including Word and Excel, Google Apps for Education, and ideally web-based human resource systems. Also essential are excellent time management, organizational, and communication skills (both oral and written) and the ability to effectively work and communicate with students, faculty, and staff. Candidates should be flexible and resourceful and enjoy both the challenges and pleasures of working as a team-member at an educational institution.