a high school teacher, the teacher needs a master’s
degree in subject they’re teaching. Sometimes that’s
a problem, particularly in smaller school districts.
Again, as we see more teams come together and
come to these [AACC/AASA] meetings, these issues
are being resolved because of a desire to collaborate
and do what we have to do. It’s great to see the desire
on the part of the K-12/community college teams to
attack the issue, learn from others and bring those
lessons back to their home districts.
CCJ: How has the relationship between K- 12 and
community colleges changed or grown?
Domenech: At the most recent [AACC/AASA] meet-
ing, I kind of joked about how at the first meeting
we had, superintendents were on one side of room
and college presidents were on the other. They were
looking at each other, pointing fingers. There was
suspicion. Several meetings later, that’s not there.
They sit side-by-side, looking to learn from each
other; looking to collaborate. It’s very rewarding to
see what’s happening. We’re grateful to AACC and
[Bumphus] for this collaboration.
“It’s important to blur that
division line between K- 12
and community colleges. ”
—DAN DOMENECH, executive director, AASA
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