Deputy Chief of Adult Education, Life, and Leisure

​​​​​​​​​​​A​​​ward winning, BridgeWork Partners, is pleased to assist Dallas College in its search for Deputy Chief of Adult Education, Life, and Leisure.

Position Summary

The Deputy Chief of Adult Education, Life, and Leisure leads the development and implementation of programs that promote adult learning, basic skill attainment, alternative high school diploma programs, justice-impacted programming, personal enrichment, and 55+ programming. This role collaborates with faculty, staff, community partners, and justice-related organizations to deliver high-quality programs and support services. The Deputy Chief works closely with the Chief of Workforce and Continuing Education and other Deputy Chiefs to achieve the college's strategic goals for workforce development and continuing education.

Knowledge, Skills, and Abilities

• Expertise in Adult Education: Deep understanding of adult education principles, justice-impacted programming, and community enrichment strategies.

• Program Design and Implementation: Proven ability to design and implement programs supporting diverse learners, including underrepresented populations, second-chance learners, and older adults.

• Regulatory Compliance: Experience managing large-scale adult education initiatives in compliance with federal and state regulations (e.g., TWC Adult Education and Literacy funding, WIOA Title II).

• Instructional Models: Familiarity with instructional and wraparound service models for adult learners, including integrated education and training (IET) and career pathway programming.

• Strategic Planning: Demonstrated experience in strategic planning, resource allocation, and fiscal oversight for education initiatives.

• Partnership Development: Strong skills in developing partnerships with justice agencies, nonprofits, adult education consortia, and community-based organizations.

• Learner-Centered Development: Knowledge of learner-centered program development and culturally responsive instructional practices.

• Analytical Skills: Ability to use data to inform decision-making, evaluate outcomes, and drive program improvement.

• Communication and Leadership: Excellent communication, interpersonal, and leadership skills to motivate teams and engage with stakeholders.

Minimum Qualifications

• Master’s degree required.

• Eight (8) years of progressive responsibility in adult education, literacy development, or working with justice-impacted communities.

• Five years of experience with community organizations, justice-related agencies, or adult learners.

• Experience developing and managing adult education, literacy, or lifelong learning programs.

• Demonstrated experience in securing and managing funding for related initiatives.

• Bilingual or multilingual preferred.

*** Will be subject to a criminal background check. Some positions may be subject to a fingerprint check. ***

Physical Requirements

Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities.

Key Responsibilities

• Adult Foundational Learning: Lead the design, delivery, and continuous improvement of programs addressing core educational needs of adult learners, ensuring alignment with WIOA Title II and TWC Adult Education and Literacy standards.

• Alternative High School Pathways: Oversee the development and implementation of high-quality alternative high school diploma programs and equivalency pathways, facilitating transitions into workforce training or higher education.

• Justice-Impacted Education Initiatives: Develop and manage programming for justice-involved individuals, including pre- and post-release educational services, in partnership with correctional institutions and reentry organizations.

• Lifelong and Personal Enrichment Learning: Design and promote a robust slate of personal enrichment courses—including arts, wellness, technology, and cultural programs—to meet community interests and expand the college’s footprint.

• 55+ Programming: Build and sustain specialized learning portfolios for adults aged 55 and older, incorporating intergenerational learning, life planning, creativity, and social engagement.

• Strategic Partnerships: Establish and maintain collaborative partnerships with community-based organizations, local governments, justice system partners, and non-profit agencies to broaden program reach and drive collective impact.

• Evaluation and Continuous Improvement: Develop and track key performance indicators (KPIs) to assess program effectiveness, participant progress, satisfaction, and completion outcomes; use insights to refine program models and demonstrate ROI.

• Data-Informed Leadership: Lead data collection, analysis, and reporting related to enrollment, retention, credential attainment, and learner demographics in collaboration with Institutional Research.

• Resource and Funding Development: Identify, secure, and manage grant and contract funding opportunities to support strategic growth and innovation in adult education and enrichment programming, ensuring compliance with reporting requirements.

• Regulatory Compliance and Quality Assurance: Ensure all programs meet local, state, and federal regulatory requirements and reflect best practices in instructional quality, accessibility, equity, and community responsiveness.

• Team Leadership and Operational Oversight: Supervise and develop high-performing teams, manage staffing plans, budgets, and resources to ensure program sustainability and growth in alignment with the college’s strategic workforce development mission.

• Decision-Making: Make informed and timely decisions that align with the organization’s goals and values.

• Building and Developing Teams: Responsible for assembling a talented team, fostering a positive work environment, and developing the skills and capabilities of team members. 

• Fostering Collaboration: Encourage teamwork and collaboration, creating an environment where team members can work together effectively. 

• Performance Management: Tracking progress, providing feedback, and supporting professional development.

• Completes required Dallas College Professional Development training hours per academic year. 

• Performs other duties as assigned.

The intent of this job description is to provide a representative summary of the major duties and responsibilities performed by incumbents of this job and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Incumbents may be directed to perform job-related tasks other than those specifically presented in this description. Position requires regular and predictable attendance.