The Chabot College Community
Chabot College is committed to educational equity in its academic programs and college services so that students may achieve their personal, educational, and career goals. Our equity work today builds upon a strong history: the Puente and Umoja programs were first created at Chabot College, and have since been replicated across the state. These programs have paved the way for a series of additional educational and student support programs intentionally focused on equity that thrive at Chabot College today. Chabot College is located in Hayward, California, the third most diverse city in the United States. We serve a highly diverse student population and are proud to be designated as a Hispanic Serving Institution. Information about the demographics of our campus community can be found here.

Serving our diverse community requires a culturally-responsive approach that recognizes the myriad strengths and assets that our students bring to the campus community. We do so by promoting a classroom and co-curricular learning environment that is inclusive, collaborative, engaging, and challenging, and where respect, dignity, and integrity are core values. We see students as producers of knowledge, not just consumers of knowledge. We work to reframe inequities as a problem of practice, and view the elimination of inequities as an individual and institutional responsibility.

Joining Our College Community
We seek equity-minded applicants who demonstrate they understand the benefits diversity brings to an educational community. We look for applicants who:

1. Value and intentionally promote diversity and consciousness of difference

2. Demonstrate cultural humility and an ongoing desire to improve cultural competence

3. Are dedicated to addressing issues of social justice

4. Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students

5. Have experience and success in closing student equity gaps and engaging in equitable practices, or are knowledgeable and enthusiastic about implementing practices that achieve these goals

6. Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities

7. Empower the underrepresented and underserved

8. Foster students’ potential to become global citizens and socially responsible leaders

9. Believe that all people have the right to an education and work environment free from fear, harassment, or discrimination

The Chabot-Las Positas Community College District is seeking a Grant Project Coordinator: California Early Childhood Mentor Program for Chabot College in Hayward, California.

SUMMARY DESCRIPTION
Under the supervision of the Director of the California Early Childhood Mentor Program (CECMP), has primary responsibility for the coordination of the California Department of Social Services (CDSS) CECMP grant, in addition to assisting with and maintaining ongoing alternative funding initiatives and activities; assumes responsibility for CECMP Alternative Pathways and broad range program coordination, implementation, evaluation, and reporting; represents the CECMP to internal and external community partners; works collaboratively to achieve program results while providing support to CECMP staff as needed to the Director and Assistant Director; and participates in special projects, including professional development planning and implementation, as assigned.

This is a grant/categorically funded position. Continuation of this position is contingent upon available funding on a year to year basis.

The following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices.

1. Plan and coordinate of the CECMP program, including the development and implementation of processes and procedures that integrate multiple agency administrative and reporting requirements.

2. Establish and/or maintain cooperative relationships with community resources and grant partners to support the programs, including federal, state and local government agencies and/community-based and educational organizations.

3. Develop, plan, organize, implement, coordinate, and evaluate the CECMP Alternative Pathways and other CECMP programs.

4. Collaborate with the appropriate colleges and partner agency programs for coordinating and implementing CECMP project activities which may include recruitment, orientation and training of College Coordinators, Mentors, community partners and staff.

5. Deliver presentations to college administrators, faculty and staff, government and private agencies, neighborhood and community organizations, and/or businesses about CECMP programs and services.

6. Identify college and community resources to support the CECMP program.

7. Schedules college visits for CECMP staff.

8. Identify facilitators, organize, and occasionally implement professional development for CECMP participants.

9. Plans and facilitates CECMP Alternative Pathways Communities of Practice.

10. Participate in resource development efforts related to CECMP activities and college programs, as assigned.

11. Plan and coordinate meetings in partnership with consultants.

12. Coordinate/attend meetings of advisory, planning, coordination and other CECMP committees and implementation teams.

13. Assume responsibility for program and budget monitoring, evaluation, accountability and completion of grant reporting requirements.

14. Develop promotional materials for dissemination to public agencies, community service organizations, and interested groups and associations both on campus and in the community.

15. Interpret and comply with federal and other government regulations.

16. Monitors day-to-day activities and supports CECMP project staff to ensure that CECMP program goals and objectives are met.

17. Participate in relevant professional development activities.

18. Perform related duties as required.

Any combination of the following would provide a typical way to obtain the required knowledge and abilities.

Education/Training:
Equivalent to the completion of a Bachelor’s degree.

Experience:
Three years successful experience developing and operating programs in a complex system of collaboration with multiple agencies and partner organizations and programs. Desirable experience includes working with underserved students and communities and/or other target populations as identified, and working in or partnering with an educational institution, preferably in an institution of early care and education or higher education.

The following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties.

Knowledge of:
1. Grant management principles and procedures, program evaluation and report preparation.

2. The Early Care and Education infrastructure in California, including its history, funding streams, organizations, with special emphasis on workforce development.

3. Current and emerging California and national policies, trends, and initiatives of Early Care and Education curriculum and programs.

4. Local community organizations, educational systems and social service agencies.

5. Diverse academic, socioeconomic, cultural, disability and ethnic backgrounds of community college students as well as potential students in the college service area.

6. Principles and practices of research and report preparation.

7. Principles and procedures of record keeping.

8. Principles of design, development and delivery of early care and education professional development.

9. Office procedures, methods, and equipment including computers and applicable software applications such as word processing, spreadsheets, and databases.

10. Interpersonal skills using tact, patience, and courtesy.

11. English usage, spelling, grammar, and punctuation.

1. Establish collaborative relationships with college and community personnel, agency representatives, grant and special funding providers, program faculty and staff and the underserved population.

2. Exercise tact, discretion and diplomacy when working with college faculty and staff, program participants and potential participants, and external partners.

3. Work with and relate to underserved populations, low-income students and families, communities of color, and/or recent immigrant communities.

4. Organize information and prepare reports using computer software and applications.

5. Understand, interpret and apply administrative and office policies and procedures as well as pertinent laws, regulations and ordinances.

6. Maintain current knowledge of program rules, regulations, requirements and restrictions.

7. Make oral presentations to a wide variety of audiences.

8. Use correct English usage, grammar, spelling, punctuation and vocabulary.

9. Communicate clearly and concisely, both orally and in writing.

10. Independently compose and prepare correspondence and memoranda.

11. Work independently and effectively in the absence of supervision.

12. Work with and exhibit sensitivity to and understanding of the varied racial, ethnic, cultural, sexual orientation, academic, socio-economic, and disabled populations of community college students.

Strong presentation and organizational skills

40 hours/week, Monday – Friday, 8:00 a.m. – 5:00 p.m., hours may vary depending on department needs, occasional evening and weekends required as needed, 12 months/year

The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions.

Environment:
Work is performed in a standard office setting and at various locations that requires travel from site to site.

Physical:
Primary functions require sufficient physical ability and mobility to work in an office setting and outside environment; to stand or sit for prolonged periods of time; to occasionally stoop, bend, kneel, crouch, reach and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination including use of a computer keyboard; and to verbally communicate to exchange information.

The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID vaccination requirements, which are currently suspended. Accordingly, employee(s) must comply with the Board Policy found at http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.

Any subsequent updates can be found here: http://districtazure.clpccd.org/urgentalerts/index.php.