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American Association of Community Colleges
Competencies for Community College Leaders

The development and availability of well prepared leaders is vital to the continued success of community colleges and their students. Throughout its history, the American Association of Community Colleges (AACC) has made proactive leadership development a central focus of its mission.

Now, that focus takes on even greater urgency as the level of turnover among community college leaders escalates dramatically. For this reason, AACC has worked to delineate a competency framework for today’s and tomorrow’s college leaders. The framework has wide utility for both individuals and institutions. It helps emerging leaders chart their personal leadership development progress. It provides program developers with curricula guidelines. Institutionally, it informs human resources departments with direction for staff recruitment, hiring, rewards, and professional development. This competency framework is intended as a “living document,” evolving over time to meet changing human and institutional needs.

Part A. The Development Process, November 2003 – April 2005

In summer 2003 the W.K. Kellogg Foundation awarded AACC a grant called Leading Forward to address the national need for community college leaders. AACC began Leading Forward’s work by hosting a series of four, day-long leadership summits with different constituent groups to build consensus around key knowledge, values, and skills needed by community college leaders and to determine how to best develop and sustain leaders. Experts in community college leadership from AACC affiliate councils, college and state “grow-your-own” programs, colleges in underserved areas, and university programs convened between November 2003 and March 2004. Information gathered at these summits can be found at http://www.ccleadership.org/leading_forward/summits.htm.

In July 2004, ACT submitted an AACC-commissioned report, A Qualitative Analysis of Community College Leadership from the Leading Forward Summits. It provided AACC with a wealth of qualitative data, providing a broad picture of the competencies. This data was refined and contextualized to fit more closely with the community college environment, resulting in A Competency Framework for Community College Leaders. The report can be found at http://www.ccleadership.org/pdfs/ACT_report.pdf.

In fall, 2004 AACC designed a survey to ensure that the critical areas of leadership competencies required by community college professionals had been addressed. The survey was distributed electronically in December 2004 to all participants in the leadership summits and to members of the Leading Forward National Advisory Panel. Out of 125 surveys, 95 were returned resulting in a response rate of 76 percent. This response was accompanied by extremely positive support for the six competencies for community college leaders. The competencies represent current best thinking as well as provide a forum for continual updating and improvement in thinking about community college leadership.

One hundred percent of the respondents noted that each of the six competencies was either “very” or “extremely” essential to the effective performance of a community college leader, thus affirming the validity of the Leading Forward competencies. Respondents also provided suggestions for minor modifications, which were reviewed by AACC staff and integrated into the competencies where appropriate.

Respondents were also questioned about how well they, personally, were formally trained to apply each competency. Further, those respondents who work for leadership development programs were asked how well their leadership program prepares students to apply each competency. The average response to these two questions was significantly lower than when asked how essential the competencies are—there were more responses of “minimal” or “moderate.” In other words, these respondents, who make up a significant percentage of U.S. community college leaders and leadership development program personnel, feel that each of the six competencies are essential to community college leadership but that the integration of these competencies is not as well established. These findings provide evidence for the crucial need to establish this framework and to promote these competencies in the curricula of community college leadership programs.

On April 9, 2005, the AACC Board of Directors unanimously approved this document. The field of community college leadership development is encouraged to use Competencies for Community College Leaders. Please credit AACC and share your use of the competencies with Nan Ottenritter, Leading Forward Manager, at nottenritter@aacc.nche.edu.

Part B. Thoughts about Leadership

Community colleges, like many other sectors in American life, are experiencing a leadership gap as many current leaders retire. Moreover, the leadership skills now required have widened because of greater student diversity, advances in technology, accountability demands, and globalization. Based on its continuing support of the development of community college leaders, the American Association of Community Colleges has collaborated extensively with its many constituencies to identify and endorse a set of competencies for community college leaders.

In order to appreciate and utilize these competencies, the following must be understood:

Leadership can be learned. While it can be enhanced immeasurably by natural aptitude and experience, supporting leaders with exposure to theory, concepts, cases, guided experiences, and other practical information and learning methodologies is essential.
Many members of the community college community can lead. The competencies will shift in importance depending upon the level of the leader. For example, it is more critical that a president be able to communicate effectively with the board than for a staff assistant to do so. Both, however, can benefit from mastery of the communication competency.
Effective leadership is a combination of effective management and vision. Ideally, acquisition of management skills would precede vision. In reality the two skill sets often develop in tandem and are presented together in this competency framework.
Learning leadership is a life-long process, the movement of which is influenced by personal and career maturity as well as other developmental processes.
The leadership gap can be addressed through a variety of strategies such as college grow-your-own programs, AACC council and university programs, state system programs, residential institutes, coaching, mentoring, on-line and blended approaches. Important considerations that apply to all forms of delivery include sustaining current leaders and developing new ones.

Part C. Competencies for Community College Leaders

Organizational Strategy

An effective community college leader strategically improves the quality of the institution, protects the long-term health of the organization, promotes the success of all students, and sustains the community college mission, based on knowledge of the organization, its environment, and future trends.

Illustrations:

Assess, develop, implement, and evaluate strategies regularly to monitor and improve the quality of education and the long-term health of the organization.
Use data-driven evidence and proven practices from internal and external stakeholders to solve problems, make decisions, and plan strategically.
Use a systems perspective to assess and respond to the culture of the organization; to changing demographics; and to the economic, political, and public health needs of students and the community.
Develop a positive environment that supports innovation, teamwork, and successful outcomes.
Maintain and grow college personnel and fiscal resources and assets.
Align organizational mission, structures, and resources with the college master plan.

Resource Management

An effective community college leader equitably and ethically sustains people, processes, and information as well as physical and financial assets to fulfill the mission, vision, and goals of the community college.

Illustrations:

Ensure accountability in reporting.
Support operational decisions by managing information resources and ensuring the integrity and integration of reporting systems and databases.
Develop and manage resource assessment, planning, budgeting, acquisition, and allocation processes consistent with the college master plan and local, state, and national policies.
Take an entrepreneurial stance in seeking ethical alternative funding sources.
Implement financial strategies to support programs, services, staff, and facilities.
Implement a human resources system that includes recruitment, hiring, reward, and performance management systems and that fosters the professional development and advancement of all staff.
Employ organizational, time management, planning, and delegation skills.
Manage conflict and change in ways that contribute to the long-term viability of the organization.

Communication

An effective community college leader uses clear listening, speaking, and writing skills to engage in honest, open dialogue at all levels of the college and its surrounding community, to promote the success of all students, and to sustain the community college mission.

Illustrations:

Articulate and champion shared mission, vision, and values to internal and external audiences, appropriately matching message to audience.
Disseminate and support policies and strategies.
Create and maintain open communications regarding resources, priorities, and expectations.
Convey ideas and information succinctly, frequently, and inclusively through media and verbal and nonverbal means to the board and other constituencies and stakeholders.
Listen actively to understand, comprehend, analyze, engage, and act.
Project confidence and respond responsibly and tactfully.

Collaboration

An effective community college leader develops and maintains responsive, cooperative, mutually beneficial, and ethical internal and external relationships that nurture diversity, promote the success of all students, and sustain the community college mission.

Illustrations:

Embrace and employ the diversity of individuals, cultures, values, ideas, and communication styles.
Demonstrate cultural competence relative to a global society.
Catalyze involvement and commitment of students, faculty, staff, and community members to work for the common good.
Build and leverage networks and partnerships to advance the mission, vision, and goals of the community college.
Work effectively and diplomatically with unique constituent groups such as legislators, board members, business leaders, accreditation organizations, and others.
Manage conflict and change by building and maintaining productive relationships.
Develop, enhance, and sustain teamwork and cooperation.
Facilitate shared problem-solving and decision-making.

Community College Advocacy

An effective community college leader understands, commits to, and advocates for the mission, vision, and goals of the community college.

Illustrations:

Value and promote diversity, inclusion, equity, and academic excellence.
Demonstrate a passion for and commitment to the mission of community colleges and student success through the scholarship of teaching and learning.
Promote equity, open access, teaching, learning, and innovation as primary goals for the college, seeking to understand how these change over time and facilitating discussion with all stakeholders.
Advocate the community college mission to all constituents and empower them to do the same.
Advance life-long learning and support a learner-centered and learning-centered environment.
Represent the community college in the local community, in the broader educational community, at various levels of government, and as a model of higher education that can be replicated in international settings.

Professionalism

An effective community college leader works ethically to set high standards for self and others, continuously improve self and surroundings, demonstrate accountability to and for the institution, and ensure the long-term viability of the college and community.

Illustrations:

Demonstrate transformational leadership through authenticity, creativity, and vision.
Understand and endorse the history, philosophy, and culture of the community college.
Self-assess performance regularly using feedback, reflection, goal-setting, and evaluation.
Support lifelong learning for self and others.
Manage stress through self-care, balance, adaptability, flexibility, and humor.
Demonstrate the courage to take risks, make difficult decisions, and accept responsibility.
Understand the impact of perceptions, world views, and emotions on self and others.
Promote and maintain high standards for personal and organizational integrity, honesty, and respect for people.
Use influence and power wisely in facilitating the teaching-learning process and the exchange of knowledge.
Weigh short-term and long-term goals in decision-making.
Contribute to the profession through professional development programs, professional organizational leadership, and research/publication.

Development of the Competencies for Community College Leaders by the American Association of Community Colleges (AACC) was a broadly collaborative effort. AACC would like to express its appreciation to the following individuals for their insights and participation:

Richard L. Alfred, University of Michigan
Marilyn J. Amey, Michigan State University
William M. Andrews, Porterville College|
Cynthia D. Armster, City Colleges of Chicago
Louis Attinasi, Jr., Pima Community College District
Kenneth Atwater, 2005 Board Member, American Association of Community Colleges
Eileen Baccus, 2005 Board Member, American Association of Community Colleges
Lynn Barnett, American Association of Community College
David E. Beaumont, Wayne County Community College
Brenda Beckman, League for Innovation in the Community College
Priscilla J. Bell, 2005 Board Member, American Association of Community Colleges
David Berry, Essex County College
Cristina Blanco, American Association of Community College
George Boggs, American Association of Community College
Jack L. Bottenfield, Eastern Wyoming College
Debra Bragg, University of Illinois at Urbana-Champaign
Steve Brigham, AmericaSpeaks
Jeanette Bryson, Eastern Iowa Community College District
Jim W. Burnett, Western Piedmont Community College
Harriott Calhoun, 2005 Board Member, American Association of Community Colleges
Richard Carpenter, 2005 Board Member, American Association of Community Colleges
Mary M. Carr, 2005 Board Member, American Association of Community Colleges
Jesus Carreon, 2005 Board Member, American Association of Community Colleges
Ron Case, Gloucester County College
Rita Cepeda, 2005 Board Member, American Association of Community Colleges
Evelyn Clements, Middlesex Community College
Robert C. Cloud, Baylor University
Susan A. Cota, 2005 Board Member, American Association of Community Colleges
Ed Coulter, 2005 Board Member, American Association of Community Colleges
Bradley C. Courtenay, The University of Georgia
David Cox, Arkansas State University
Nathaniel Cruz, Hostos Community College
Ding-Jo H. Currie, 2005 Board Member, American Association of Community Colleges
Ron Daley, Hazard Community & Technical College
Jack E. Daniels III, 2005 Board Member, American Association of Community Colleges
Ed Davis, Mississippi State University
Donald A. Dellow, University of South Florida
Russell DeVriendt, Aims Community College
Ramon Dominguez, New Mexico State University
Myrtle E. B. Dorsey, Baton Rouge Community College
Diane Dostie, Central Maine Community College
Charlene Dukes, Prince George's Community College
Betty Duvall, Oregon State University
Deborah Duyck, Wayne County Community College
Larry Ebbers, Iowa State University
Allen G. Edwards, 2005 Board Member, American Association of Community Colleges
Carole Falcon-Chandler, Fort Belknap College
Mark Farley, Frederick Community College
Kent Farnsworth, Crowder College
Richard Ferguson, 2005 Board Member, American Association of Community Colleges
Pam Fisher, Yosemite Community College District
Lamont A. Flowers, University of Florida
Deborah L. Floyd, Florida Atlantic University
William J. Flynn, National Council of Continuing Education and Training
Bernadine Chuck Fong, Foothill College
Mary Crabbe Gershwin, Colorado Community College System
Leila Gonzalez Sullivan, North Carolina State University
Candace Gosnell, Kentucky Community and Technical College System
Ed Gould, Capella University
Vincent Grassetti, Springfield Technical Community College
Dennis E. Gregory, Old Dominion University
Mary Griffin, Community College of Philadelphia
Linda Serra Hagedorn, University of Southern California
James O. Hammons, University of Arkansas
Zelema Harris, Parkland College
Clifford P. Harbour, Colorado State University
Bernadette Hence, Galveston College
Stephen J. Herman, Garrett College
Janice Hilyard, Florida Community College at Jacksonville
Richard Hinckley, Moraine Valley Community College
Deborah His Horse Is Thunder, American Indian Higher Education Consortium
Perry G. Horse, Consulting & Education Network
Cindy Hoss, Kansas City Kansas Community College
Kae Hutchison, Hutchinson Consulting
Ron Joekel, University of Nebraska-Lincoln
Jane Karas, Flathead Valley Community College
Stephen G. Katsinas, University of North Texas
Norma Kent, American Association of Community College
Gail B. Kettlewell, George Mason University
George C. Knox, Cloud County Community College
H. Martin Lancaster, North Carolina Community College System
Courtney Larson, American Association of Community College
Grace Leaf, Community Colleges of Spokane
Elva C. LeBlanc, Galveston College
Cathy LeCompte, University of Alaska Southeast Ketchikan
Carole Lester, Richland College
John Levin, North Carolina State University
Marjorie D. Lewis, Cypress College
Carol Lincoln, MDC, Inc.
Arina Lindley, American Association of Community College
Jing Luan, Cabrillo College
Ray Maghroori, Riverside Community College District
Eduardo J. Marti, 2005 Board Member, American Association of Community Colleges
Ted Martinez, Grossmont Community College
Bette Matkowski, Lamar Community College
Michael B. McCall, 2005 Board Member, American Association of Community Colleges
Sharon McDade, George Washington University
Darryl McGraw, North Carolina Community College System
Chuck McIntyre, Computer Aided Planning
Sylvester McKay, 2005 Board Member, American Association of Community Colleges
Anne S. McNutt, Technical College of the Lowcountry
Christine McPhail, Morgan State University
Venesse Metcalf, Yosemite Community College District
Napoleon Moses, Alcorn State University
Janice Motta, Massachusetts Community Colleges
Martha Munoz, Central Arizona College
Norman K. Myers, 2005 Board Member, American Association of Community Colleges
Donald L. Newport, Alpena Community College
John Norman, Spokane Community College
John Norris, TransPacific Hawaii College
Terry O'Banion, League for Innovation in the Community College
Nan Ottenritter, American Association of Community College
James C. Palmer, Illinois State University
Madeline Patton, Writer
Daniel J. Phelan, 2005 Board Member, American Association of Community Colleges
Kent Phillippe, American Association of Community College
Shirley R. Pippins, 2005 Board Member, American Association of Community Colleges
Eileen Piwetz, Midland College
Richard Pokrass, Burlington County College
Cam Preus-Braly, Oregon Department of Community Colleges and Workforce Development
Sharyn A. Rice, Mount Wachusett Community College
Margaret Rivera, American Association of Community College
Polly Rodriguez, Association of Community College Trustees
Martha Romero, Claremont Graduate University
John E. Roueche, University of Texas at Austin
Angel Royal, Louisiana Community and Technical College System
Richard M. Sanchez, 2005 Board Member, American Association of Community Colleges
John Theodore Sanders, 2005 Board Member, American Association of Community Colleges
Jack H. Schuster, Claremont Graduate University
Mary Ann Settlemire, American Association of Community College
Henry D. Shannon, 2005 Board Member, American Association of Community Colleges
Marian C. Shivers, Yuba College
Darrell Shumway, 2005 Board Member, American Association of Community Colleges
Brenda Simmons, Florida Community College at Jacksonville
Johnnie Simpson, Brunswick Community College
William M. Simpson, John Wood Community College
Al Smith, Baylor University
Mary Spangler, 2005 Board Member, American Association of Community Colleges
Mary Spilde, Lane Community College
Joan M. Suchorski, Santa Fe Community College
Bill Swinney, Allen County Community College
Bill Thallemer, Jefferson Davis Community College
Gloria Thomas, American Council on Education
Pam Thomas, State Center Community College District
Stafford L. Thompson, 2005 Board Member, American Association of Community Colleges
Marlene Tignor, 2005 Board Member, American Association of Community Colleges
Susan Tobia, Community College of Philadelphia
Bill Tschida, Minnesota State Colleges and Universities
Patrick L. Valdez, Hispanic Association of Colleges and Universities
Edward Valeau, 2005 Board Member, American Association of Community Colleges
Leonard A. Valverde, Arizona State University
Cynthia Vervena, American Association of Community College
Jose A. Vicente, 2005 Board Member, American Association of Community Colleges
Alice W. Villadsen, 2005 Board Member, American Association of Community Colleges
Eric Vincent, ACT, Inc.
Barbara Viniar, Cornell University
Desna L. Wallin, The University of Georgia
Iris Weisman, Antioch University McGregor
Kathryn Weiss, San Bernardino Valley College
Belle S. Wheelan, Commonwealth of Virginia
Dorene Wiese, Thunder Spirit Institute
Edward H. Wilson, 2005 Board Member, American Association of Community Colleges
N.J. Wolfe, Fashion Institute of Technology
Carrole Wolin, National Institute for Leadership Development
Ron D. Wright, 2005 Board Member, American Association of Community Colleges
Rosemary Ybarra‑Garcia, Skyline College of the San Mateo Community College District
Randy Young, Piedmont Community College
Joseph Zolner, Harvard Graduate School of Education