Vice President, Instruction

Vice President, Instruction

Salary

$194,873.16 - $264,234.12 Annually

Location

Crafton Hills College, 11711 Sand Canyon Rd, Yucaipa, CA

Job Type

Educational Administrator

Job Number

11012026

Department

Instruction

Opening Date

08/14/2026

Closing Date

9/14/2026 11:59 PM Pacific

Work Schedule

Work Schedule will vary depending on the College & District needs*

HR Recruiter

Erica Mosley - emosley@sbccd.edu

Work Days/Year

243

Mission Statement

The Crafton Hills College mission is to change lives. We seek to inspire our students, support our colleagues, and embrace our community through a learning environment that is transformational. Crafton Hills College welcomes everyone and is committed to working with students from diverse backgrounds. The College has an exceptional learning environment built on a tradition of excellence, a talented faculty, a driven student body, a committed staff, with passionate leadership and community support

• Description
• Benefits
• Questions

Job Description

Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job; however, any additional duties will be reasonably related to this class.

SUMMARY DESCRIPTION

The Vice President of Instruction, under the administrative direction of the Presidents of the college, is responsible for the planning, organization and administration of the college's regular day, evening and summer session curriculum, insuring that the quality of the program meets with the needs of a diverse student population and that the program complies with the budget goals of the college and SBCCD.

REPRESENTATIVE DUTIES

The following duties are typical for this classification.

• Assists the president as the college's principal resource for instructional innovation by providing leadership for institutional changes and experimentation and instruction.
• Responsible for the supervision of the Instructional Administrative Deans and Division Deans.
• Provides leadership in encouraging Division Deans to develop new and appropriate programs to serve the changing needs of a diverse student population.
• Actively participates in the evaluation of new and revised course proposals submitted to the Curriculum Committee.
• Works with Division Deans and appropriate committees in evaluating program review and planning data; provides institutional leadership through the preparation of a comprehensive annual planning and program review document for the instructional branch of the college.
• Exercises a leadership role in the preparation of the college's annual budget, insuring that the instructional program meets the goals of projected income and costs.
• Provides institutional leadership in the promotion of shared governance through active participation in college and district-wide committees, including the President's Cabinet, the District Educational Council, the Planning/Program Review Committee, the Curriculum Committee, the Accreditation Committee, the Computer Center's Instructional Priorities Committee and other such committees as the need arises.
• Supervises the development and timely publication of the college catalog, insuring that all pertinent information dealing with state and college regulations, district policies and revisions approved by the Curriculum committee and the Educational Policy Committee are current and accurately presented.
• Supervises the development and the timely publication of the schedule of classes, insuring that the contents are accurate and organized in a visually attractive and legible form.
• Promotes the efficient use of instructional facilities and classroom space by centralizing room utilization management.
• Maintains a fie of course outlines for all classes taught, both on and off campus, for which college credit is awarded; insures the currency and accuracy of these files.
• Ensures that the college is in compliance with all of the state mandated regulations on instruction, including Title 5, Title 7, and Title 9; remains current in state-level policy changes.
• Ensures compliance with District negotiated agreements, monitoring the status of faculty loads, enrollment minimums, evaluation procedures and grievances.
• Supports the Board of Trustees' approved Affirmative Action Program through participating in the screening and selection of all new instructional managers and faculty.
• Supervises an effective orientation and in-service education program for new faculty.
• Supervises all personnel in the Office of the Vice President of Instruction.
• Participates in and/or attends institutional functions related to the instructional program, such as convocations, student performances and other student related activities.
• Supports the President in his/her duty to represent the college to its governing Board by attending regular Board of Trustee meetings; represents the college to the Board of Trustees in the absence of the President.
• Represents the college in the capacity of Vice President of Instruction at other schools, professional meetings and public functions.
• Carries out other duties as assigned by the President.

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:

• Thorough knowledge of federal, state and county regulations as they affect community college programs.
• The principles, practices, procedures and use of research and statistics as they pertain to community college programs.
• The principals, practices, procedures, and use of research and statistics as they pertain to community college counseling and education.
• Trends of community college programs.
• Local community needs.
• Principal and practices of supervision.

Ability to:

• Plan, organize and direct the activities of assigned programs.
• Develop and evaluate comprehensive plans to satisfy present and future college and community needs.
• Work effectively in a team management environment communicate effectively both orally and in writing.
• Work effectively with people at all levels of the organization including management, faculty, staff and students.

Qualifications

Education/Training:

• A Master's Degree or equivalent.

Required Experience:

• Two (2) years of leadership experience reasonably related to the administrator's assignment.
• Three (3) years of post-secondary teaching experience.
• A sensitivity to, and understanding of the diverse academic, socioeconomic, cultural, and ethnic backgrounds of community college students and personnel, including those with physical or learning disabilities.

License and Certification:

• Current and valid California driver's license.

Department Desired Qualifications:

• Demonstrated commitment to fostering an inclusive, anti-racist institutional culture within academic affairs, including experience supporting equity-focused faculty professional development, tenure-track hiring practices, and evaluation processes.
• Demonstrated expertise in disaggregating and analyzing instructional success, retention, persistence, and throughput data across racial, ethnic, socioeconomic, and gender lines to drive strategic planning, resource allocation, and targeted instructional interventions.
• Proven capability to navigate complex shared governance structures, build trust with instructional faculty, and lead courageous institutional conversations regarding race, equity, and systemic reform.
• Three years of increasingly responsible experience in management, coordinating or leadership in community college instructional programs.

Desirable Experience (must clearly demonstrate experience on application, resume, cover letter, etc.):

• It is preferred that the applicant have had extensive experience in the California Community College System including teaching experience.
• The applicant should be familiar with desktop computer technology and be comfortable with word processing, spreadsheets, and database applications.
• The applicant should have a working knowledge of budget development and management of a multi-million dollar annual budget.
• The applicant should have supervising experience in the area of enrollment management.
• The applicant should have the ability to supervise diverse employees, including subordinate supervisors, and should be sensitive to the diversity of the faculty, subordinate supervisors and other co-workers.
• The applicant should have the ability to deal with conflict situations and to direct effective solutions.
• The applicant should have the ability to communicate situations and to direct effective solutions.
• The applicant should have the ability to communicate effectively both orally and in writing.

Equivalency Process for Confidential/Supervisors, Classified Administrators and Educational Administrators:

The San Bernardino Community College promotes the effort to ensure that their supervisors and managers are administrators who can lead, organize, plan, and supervise; and who understand the needs of students, classified, faculty and the learning environment; and who value institutional governance based upon a genuine sharing of responsibility with faculty colleagues.

The minimum qualifications for supervisors and administrators should help the District to ensure that it will select individuals who are competent to perform the kind of administrative responsibilities that administrators are normally required to assume, such as supervision, organizational planning, and budget development and administration.

This equivalency process is designed to include exceptionally strong candidates who may have earned, in a variety of ways, the equivalent to a Masters Degree. Equivalency determinations shall be determined jointly by the President of the College or designee and the Vice Chancellor of Human Resources, or Designee. The criteria used in making the determination shall be reflected in the governing board's action when employing the individual.

Academic disciplines:

Educational Administrators are required to hold a Master's Degree and complete one year of supervisory experience in the appropriate setting. While it is the intent of the Board of Trustees to employ educational administrators who possess the minimum qualifications set out by Title 5 regulations, there may be exceptional circumstances whereas applicants clearly have the equivalent to those minimum qualifications. Title 5 regulations allow for a local district to determine equivalencies for educational administrators.

Equivalencies to a Master's Degree may also be accepted for educational administrators supervising departments which only include academic disciplines. This should be an exceptional and uncommon occurrence.

An applicant for an educational administrator position where that administrator supervises departments that only include academic disciplines, may be determined to have the equivalent of a Masters Degree in the following ways. This list is not all inclusive:

1. Any Master's Degree with a minimum of 12 semester graduate units in the relevant academic discipline OR

2. A Bachelor's Degree in the relevant academic discipline and a combination of most or all of the following:

• Graduate program coursework substantial enough to satisfy any general education portion of a Master's level course of study (12-20 semester units) or significant coursework within the relevant discipline in the absence of a breadth requirement (totaling 27-32 semester units).
• A substantial number of years of community college level full-time teaching in one of the disciplines included in the department (10-20 years).
• Evidence of organizational and planning skills with regard to educational activities.
• Evidence of experience and skill supervising both faculty and staff.
• Evidence of experience in budget development and administration.
• Evidence of conducting major, special campus-wide projects.
• Evidence of participation in state and/or national discipline-specific organizations.
• Evidence of scholarly works.
• Evidence of major participation in the governance activities of a community college.
• Evidence of acclaim in the field.• Evidence of contribution to the field on the local, state, and/or national level.

Note:

If you are requesting equivalency for this position, please email hire@sbccd.edu before the position closes on September 14, at 11:59 p.m. to obtain the required forms and submit the necessary documentation. Equivalency requests and supporting documents will not be accepted after the position closes.

Physical Demands and Working Environment

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.

Duties performed primarily in an office environment with frequent contact in person and on the phone with executive and management personnel, academic and classified staff, community leaders and the general public. Must travel to other offices or locations to attend meetings and conduct work. Must sit for long periods, use hands and fingers to operate a computer keyboard, see clearly to read normal and fine print, speak clearly and distinctly to provide information in person and over the phone, hear and understand voices over the phone and in person, reach with hands and arms, and lift carry, and/or move objects weighing up to 25 lbs.

Employment Requirements

The person selected for hire will be required to complete the following pre-employment requirements:

• Submit to and successfully pass DOJ live scan/fingerprinting. Cost of live-scan services to be borne by candidate.
• Sealed official transcript(s) in envelope from institution or electronic copies emailed directly from institution (for positions with higher education requirement)
• Tuberculosis (TB) risk assessment
• Other pre-employment requirements may be required depending on the position (i.e. certifications or licenses; see job posting qualifications section for details).
• The salary range posted reflects the full salary range for this position; however, for equitable compensation purposes, Step E represents the highest starting salary for a new manager with SBCCD. Any negotiation that would result in a salary above Step E must be reviewed and approved by the Vice Chancellor of Human Resources or designee.

Successful completion of all pre-employment requirements is mandatory to be eligible for employment. These requirements are in accordance with the San Bernardino Community College District's Administrative Procedures and Board Policies.

FORECASTED RECRUITMENT TIMELINE

Posting

8/14/26 - 9/14/26

Internal HR Screening:

9/14/26 - 9/18/26

DQ Screening (if necessary)

9/21/26 - 9/25/26

1st Level Interviews: Anticipated

10/06/26 - 10/07/26

2nd Level Interviews: Anticipated

10/08/26 - 10/09/26

Board Date:

TBD

Projected Hire Date:

01/01/27

You have medical, dental and vision plans from which to choose coverage. You may cover yourself, spouse or domestic partner and eligible children. Coverage is effective on the first of the calendar month following your date of hire.

HEALTH CARE

Medical Benefits- You may choose between seven medical plans:

• Anthem Blue Cross PPO Gold - Copay Only (offered at no cost)
• Anthem Blue Cross CA Care Classic HMO (offered at no cost)
• Anthem Blue Cross CA Care Premier HMO
• Anthem Blue Cross PPO 100A
• Anthem Blue Cross PPO 90C
• Kaiser Permanente $15 HMO
• Kaiser Permanente $30 HMO

Dental Benefits- You may choose between two dental plans:

• DeltaCare USA HMO (offered at no cost)
• Delta Dental PPO.

Vision Benefits - Vision coverage is provided through EyeMed (offered at no cost)

CASH IN LIEU BENEFIT

The district offers a taxable $250 monthly stipend to a benefits eligible employee who waives medical coverage under SBCCDs group plan because that employee has other group coverage (e.g., a spouses plan, parents plan, or other employers plan).

LIFE INSURANCE

Term Life and Accidental, Death & Dismemberment (AD&D) Insurance - The district provides a $50,000 basic term life insurance policy and $50,000 of basic accidental death and dismemberment (AD&D) policy. The district pays the full cost of this coverage. Coverage is automatic and effective on the first of the month after your date of hire. Employees are also provided opportunity to enroll in optional term life and AD&D policies for themselves as well as spouse/domestic partner and children.

VOLUNTARY BENEFIT PLANS

The district partners with American Fidelity to administer the districts voluntary benefit plans which include:

• Disability insurance
• Cancer insurance
• Accident insurance
• Flexible spending accounts

PRE-TAX RETIREMENT SAVINGS PLAN - As a district employee, you have two voluntary retirement savings plans available to you, which allow you to invest pre-tax dollars to supplement your CalPERS Retirement Plan benefit. They are a 403(b) plan or 457(b) plan.

You may participate in one or both of the plans. Each is governed by a different section of the IRS Code resulting in different rules and provisions. SchoolsFirst Federal Credit Union is the districts third party administrators for all retirement savings plans.

RETIREMENT PLANS

CalPERS Retirement Plan - The California Public Employees Retirement System (CalPERS) is a defined benefit retirement plan that provides lifetime benefits based on members years of service, age, and final compensation. Full-time employees in non-academic positions appointed for at least six months, or part-time employees working at least 50% and appointed for at least one year, are automatically enrolled in the CalPERS retirement plan. Depending on hire and/or membership date, employees are placed in one of two membership categories: Classic or PEPRA. For more information on CalPERS: www.calpers.ca.gov

Classic Membership Retirement Formula Employee Contribution %

CalPERS member prior to 1/1/13 2% at age 55 7% of base bay

PEPRA Membership

CalPERS member on or after 1/1/13 2% at age 62 7% of base pay

CalSTRS Retirement Plan - The California State Teachers Retirement System (CalSTRS) is a defined benefit retirement plan that provides lifetime benefits based on a members years of service, age and final compensation. Full-time employees appointed to academic positions are automatically enrolled in the CalSTRS retirement plan. Depending on hire and/or membership date, employees are placed in one of two membership categories.

Retirement Formula Employee Contribution %

CalSTRS member prior to 1/1/13 2% at age 60 10.25% of base bay

CalSTRS member on or after 1/1/13 2% at age 62 10.205% of base pay

01

Which option below best describes your highest level of education? (NOTE: For positions requiring college units/degree, a copy of the transcript must be included as an attachment. The transcript must be legible from an accredited institution and include your name, the institution name and confer date).

• Some High School
• High School or G.E.D.
• Some College
• Associates Degree
• Bachelors Degree
• Masters Degree
• Doctorate Degree
• None

02

Do you possess a Masters degree or the equivalent?

• Yes
• No

03

Did you attach the required transcripts?

• Yes
• No

04

Please describe a specific initiative, practice, or process you have led or supported that advanced an inclusive and anti-racist institutional culture within the area of instruction. In your response, discuss your experience with equity-focused faculty professional development, hiring, or evaluation processes; the actions you personally took; and the measurable or observable outcomes.

05

Please provide an example of how you have used disaggregated student success data to identify an equity gap and inform instructional planning, resource allocation, or targeted intervention. Describe the data you analyzed, how you interpreted the findings, the actions taken as a result, and the impact or outcomes of those actions.

06

Please describe a situation in which you had to navigate a complex shared governance process while addressing a challenging issue related to race, equity, or systemic institutional change. How did you build trust with faculty and other stakeholders, address differing perspectives or resistance, and move the institution toward a meaningful outcome?

07

Please describe your management, coordination, or leadership experience in community college instructional programs, including the scope and progression of your responsibilities. Identify the instructional programs or areas you have led or coordinated, the size and composition of the teams you have supported, and how your responsibilities have increased over time. (make sure to indicate length of time)

08

I hereby understand and declare that the statements on this supplemental questionnaire are true and complete to the best of my knowledge. As applicable, I hereby authorize the District and/or designees to contact the references listed to verify the information I have supplied. I hereby release from liability all persons and organizations furnishing such information. I understand that the District reserves the right to validate information received on the supplemental questionnaire and that I will be subject to disqualification and/or termination if any statement in this supplemental questionnaire is found to be untrue or determined to be misleading.

• Yes
• No

Required Question

Employer San Bernardino Community College District

Address 550 E Hospitality Lane

Suite 200

San Bernardino, California, 92408

Phone 909-388-6950

Website http://www.sbccd.org