On behalf of the Distributed Leadership Implementation Work Group (DLIWG), we want to express our sincere appreciation for the opportunity to advance this important work together. As we conclude the current phase of design and alignment, we want to take a moment to acknowledge the exceptional commitment, candor, and collaborative spirit demonstrated by every member of the Work Group.
Throughout this process, DLIWG members have consistently engaged with one another, with Instructional Leadership Teams, with department chairs, and with faculty colleagues in a manner characterized by transparency and openness. Members have demonstrated a willingness to interrogate long-standing assumptions and have encouraged one another and the broader group to think more systematically with a focus on sustainability. Their efforts have been essential in building the type of thoughtful and durable structures required to support distributed leadership for the long term. We would especially like to thank the DLIWG members for their commitment, time, and engagement throughout this year-long process.
Update for Spring 2026
We launched a systematic approach to Assistant Department Chair (ADC) roles beginning in spring 2026. The ADC structure, including core roles, customizable roles, and pathways for department-specific customization, was implemented with a one-to-one LEH ratio between Chairs and ADCs with LEH prorated for Spring 2026 and Summer 2026 combined because Academic Year 2026 was already underway. This proration was determined and documented via the Chair and relevant Dean with AVC involvement as needed.
In addition to the ADC rollout, the DLIWG is developing the following items and anticipates a curated set of recommendations by the end of the spring 2026 semester:
- An approach to the Assistant Dean role within the distributed leadership model
- A model for additional release time for outlier departments that are both large and complex
- Guidance and next steps for departments that fall on the lower end of size and complexity
- A collegewide articulation of the faculty role in service and its associated expectations, in close partnership with the Faculty Senate Leadership Team
Spring 2026 Information Sharing and Assessment Support
Assessment continues to be a central component of our work. In order to evaluate early progress and inform future refinements, the DLIWG will strive to:
- Facilitate engagement with department chairs and deans at the conclusion of the spring 2026 semester.
- Gather structured feedback related to the rollout of ADC roles, emerging department needs, early implementation experiences, and develop best practices.
- Conduct thematic analysis of this feedback to guide adjustments for Academic Year 2027 and beyond.
We believe that the work completed to date, along with the shared commitment to transparency, accountability, and assessment, positions the college to model a sustainable and distributed instructional leadership structure that aligns with ACC’s Theory of Change.
Next Steps In Preparation for Fall 2026 (AY 27)
By the beginning of the F26 semester, departments should develop a process for recruiting and assigning ADC roles in collaboration with their dean.
Summary of Assistant Department Chair (ADC) Structure and Roles
The Assistant Department Chair (ADC) model is designed to support a sustainable, distributed instructional leadership structure across departments, fulfilled by members of the full time faculty, beginning in Spring 2026. Departments with documented approval from their Dean indicating unique or specific needs not already addressed by the standard or customizable Assistant Department Chair (ADC) roles may propose an alternative, customized ADC role with specific, delineated job duties. These proposed roles must align with institutional goals and demonstrate a clear, department-specific need that warrants the additional customization. If a similar customized ADC role exists in another department, attempts will be made to collapse or align or consolidate ADC roles to promote consistency and efficiency.
Once approved, these roles will be transparently added to the list of documented core roles and reflected on the Vice Chancellor’s website accordingly. Approval of such roles will be determined collaboratively with instructional leadership to ensure consistency and purpose across departments. Regardless of whether a department uses core or customized roles, the total LEH allocated for all ADC roles may not exceed the maximum LEH allotment designated for that department.
Customizable ADC roles are not solely intended to address unique departmental needs; they can also provide flexibility to accommodate the leadership styles and strengths of newly appointed Department Chairs. As leadership transitions occur, different individuals may bring varied expertise or approaches to how responsibilities are shared. ADC role customization allows departments to thoughtfully distribute leadership in ways that best support their current structure and strategic goals while recognizing the evolving nature of departmental leadership. Customized ADC roles will be evaluated in conversation with Deans to determine continued departmental need.
The ADC structure, including standard roles, customizable roles, and pathways for department-specific customization, is implemented with a maximum one-to-one LEH ratio between Chairs and ADCs for most departments. Collegewide Initiatives are institution-level roles established by an administrative request that serve the college beyond the scope of a specific academic department. Collegewide Initiative Release Time is distinct from, and must be calculated separately from, Departmental ADC Release Time.
Standard ADC Roles
Defined roles are expected of all ADCs representing essential departmental leadership responsibilities completed in coordination with Instructional Leadership Teams. Common roles may include:
Faculty Evaluation:
At the department level, and in coordination with instructional leadership:
- Coordinate the faculty evaluation process.
- Lead revisions to departmental aspects of the faculty evaluation process in alignment with college-wide policies and procedures.
- Maintain and update evaluation tools at the department level (e.g., rubrics, Google Docs, forms).
- Facilitate informational and training meetings on evaluation procedures.
- Serve as departmental contact for evaluation-related inquiries and issues.
- Coordinate online classroom observations as an intentional component of the faculty evaluation process.
Hiring (Hourly, Staff, and Faculty):
At the department level, and in coordination with instructional leadership:
- Oversee hourly, staff, and adjunct faculty recruitment, hiring, and onboarding processes.
- Lead and/or support faculty hiring committees.
- Support new hires through training, mentorship, and communication efforts.
- Ensure hiring practices comply with institutional policies and timelines.
Onboarding and Faculty Development:
At the department level, and in coordination with instructional leadership:
- Coordinate new faculty onboarding and orientation initiatives.
- Identify and promote discipline-specific professional development opportunities.
- Develop and share faculty-facing communications on relevant college policies, guidelines, and opportunities.
Assessment:
At the department level, and in coordination with instructional leadership:
- Serve as process holder for meeting discipline assessment cycle timelines and deliverables.
- Organize and lead departmental meetings for assessment design and results analysis.
- Collect, analyze, and report program outcomes to institutional assessment committees.
- Collaborate with faculty to ensure continuous improvement of pedagogy or high-impact practices that are developed as a result of assessment analysis.
Dual Credit:
At the department level, and in coordination with instructional leadership:
- Support the hiring, training, onboarding, and mentoring of dual credit faculty.
- In consultation with the instructional leadership and College and High School Relations Office, may support planning for new ISD (Independent School District) partnerships and assist with the operations of existing dual credit programs.
- In consultation with the instructional leadership and College and High School Relations Office, serve as liaison with ACC offices and ISD partners.
- Track dual credit enrollments, completions, and required reporting metrics.
Departments may use the following roles to align leadership duties with program-specific needs and strengths.
Learning Management Systems (LMS) Support:
At the department level, and in coordination with instructional leadership:
- Support faculty adherence to LMS minimum use standards via systematic review and leveraging of student-centered practices.
- Support the development, use, and maintenance of course templates/model courses.
- Track and support Quality Matters (QM) certification and online course design best practices.
- Promote distance learning innovations and professional development.
Student Support: Recruiting and Advising:
At the department level, and in coordination with instructional leadership:
- Provide registration support and respond to program inquiries (e.g, serve as program contact on departmental website).
- Serve as a point of contact for course placement and related advising questions; collaborate with the Student Affairs advising.
- Manage prior learning assessment (e.g., challenge exams), and review and approve course substitution requests as appropriate.
- Communicate student advising recommendations in appropriate collegewide tools and technologies
- Participate in outreach, recruitment, and college-wide or program-specific events.
- Remain current with ongoing placement, advising, and registration guidelines.
Partnerships:
At the department level, and in coordination with instructional leadership:
- Initiate and maintain clinical/internship site partnership
- Serve as liaison to site supervisors and ensure alignment with program goals.
- Coordinate partner-developed training and collaborative initiatives.
- Serve as a liaison between designated industry partners and ACC.
- Serve as a lead departmental representative for grant applications and operations.
Budget:
At the department level, and in coordination with instructional leadership:
- Monitor departmental budget allocations, purchases, and financial requests.
- Coordinate supply/equipment purchases and ensure compliance with procurement policies.
Safety:
At the department level, and in coordination with instructional leadership:
- Develop and deliver initial and annual safety training for faculty and staff.
- Maintain and distribute course-specific safety training materials for students.
- Act as first responder to incident reports and liaison to Safety & Environmental Management.
- Ensure hazardous material inventories and safety documentation are current.
- Vet curriculum changes for safety implications and facilitate required approvals.
Customized ADC Roles
Departments with unique, well-documented needs may propose additional customized ADC roles. Such roles must:
- Align with institutional goals and demonstrate a clear departmental need,
- Be reviewed with Deans and instructional leadership for consistency and sustainability,
- Be publicly documented once approved, and
- Remain within the department’s total LEH allotment for ADC positions.
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Structure, Term Length, and LEH Parameters
In addition to supporting departmental needs, distributed leadership should provide fair and meaningful professional development opportunities. Application processes for soliciting and staffing Assistant Department Chairs may vary and should be determined by department, and be transparent, equitable, and documented. The ADC roles will be reviewed in consultation with the dean on an annual basis.
Examples of transparent and equitable processes:
- Departmental conversation and vote to facilitate planning for ADC roles
- Selected by a 3 to 5 person committee with one committee member from outside the department
- Regardless of number of applicants, each applicant should be considered and vetted
- Escalate issues to academic dean when concerns arise
ADC roles are not intended to be permanent assignments. ADC appointments will be offered for a two-year term. After the first year in the role, the ADC will receive formative feedback from the Department Chair. At the end of the second year in the role, the Chair may opt to extend the appointment to a third year on the basis of performance and continued need. During the third year, the department should again solicit interest in the role from the full-time faculty at large. ADCs can be selected outside of their department if necessary.
To ensure that no single Assistant Department Chair role becomes disproportionately large, ADC release should be no fewer than one course and no more than a two-course release, equating to 6 LEH, and up to 10.5 LEH (5.25 LEH world) maximum, per academic year. Allocation of course release proposed at a rate of fewer than one course or more than two courses per year will be evaluated in consultation with the dean. Release is applied to the minimum contractual obligation of 15 LEH in the fall semester, 15 LEH in the spring semester, and 6 LEH in the summer semester. The intent of these guidelines is to create time, not to force the overload, and it would be a faculty choice to take on course overloads. Deans will track and store a record of how release time is allocated and document any exceptions.
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