1492 Classroom Technology Support Administrator

POSITION IDENTIFICATION

TITLE Classroom Technology Support Administrator

CLASSIFICATION NUMBER 1492

GRADE 34

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Operations Coordinator, Faculty Center for Teaching and Learning

MAJOR ADMINISTRATOR Director, Faculty Center for Teaching and Learning

GENERAL FUNCTION

The Classroom Technology Support Administrator oversees the day-to-day operation of the Classroom Instructional Technology (CIT) area of the Faculty Center for Teaching and Learning (FCTL). The Classroom Technology Support Administrator meets with clients to determine the scope of projects, designs the audio-visual system, prepares specifications, identifies sources of funding, orders the equipment, programs the equipment, and schedules installation.  The Classroom Technology Support Administrator works closely with the Operations Coordinator, FCTL to obtain funding for projects, provides expertise and coordination for the classroom instructional technology updating process, and oversees ongoing maintenance and technical support for classroom instructional technology. The Classroom Technology Support Administrator serves as a consultant for academic departments to plan and facilitate classroom modifications, manages all classroom instructional technology installations and maintenance, and coordinates ongoing support of these classrooms.  The Classroom Technology Support Administrator coordinates with all involved campus units, including faculty, academic administrators, Centralized and Distributed User Support Specialists, Computer Services, room scheduling personnel, administrators, and the Instructional Technology Advisory Committee to assure minimum disruption of classes and operations and optimum performance of equipment. 

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: An Associate’s degree with an emphasis in instructional technology, construction management, electronics, or a computer-related field is required.  A Bachelor’s degree with an emphasis in instructional technology, construction management, electronics or a computer-related field is preferred.

Experience: With an Associate’s degree, five years of supervisory experience with instructional technology is required; with a Bachelor’s degree, four years of supervisory experience with instructional technology is required.  Experience in facilities or classroom design, teaching methodologies, instructional technology, or curriculum design is preferred.  Experience coordinating projects involving various personnel, such as technicians, architects, engineers, facility maintenance, faculty, and administrators in a University setting is preferred. 

Skills:  The ability to read and interpret classroom design plans and diagrams is required.  Effective organizational and verbal and written communication skills are required.  Effective supervisory and interpersonal skills are required.  The ability to work cooperatively as part of a team and with people of varying levels of expertise is required.  The ability to operate, understand, and troubleshoot digital classroom presentation systems, Crestron control systems, and other AV media and other classroom-related equipment is required. The ability to write, troubleshoot, and repair Crestron control programming is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. An understanding of instructional technology equipment specifications and their relationship to applications is preferred.  An understanding of teaching methodologies, faculty preferences, and multimedia systems and support is preferred.  An understanding of related environmental systems, such as furniture and lighting is preferred.   

Certification: Crestron Digital Media Certification - Engineer (DMC-E) and Certified Technology Specialist (CTS) is required.

Effort: This position occasionally assists on installations, requiring carrying tools and climbing a ladder.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Assures adherence to classroom project schedules, assists in identifying options and possible solutions, conducts needs assessments and research, identifies and documents the upgrades to be made in each room, and assists with follow-up assessments with classroom users to determine if expectations were met. 

2. In conjunction with the Operations Coordinator, FCTL participates in the development of classroom technology standards by serving on various committees, researches new products, conducts classroom assessments, and makes recommendations for hardware, software, presentation systems, media devices, infrastructure, and other components.

3. Designs audio-visual systems, determines specifications, places orders, coordinates the delivery of technology support for classroom media systems and instructional technology, programs systems, supervises the operation of the classroom help desk, schedules maintenance and repair activities, and plans for replacement contingencies.

4. Identifies funding sources for projects and works with the Operations Manager to obtain funding.

5. Meets regularly with the Instructional Technology Advisory Committee, Instructional Technology Support Specialists, Distributed User Support Specialists, and Computer Services staff to coordinate the procurement, installation, and configuration of instructional technology, problem determination and resolution procedures, user training and documentation, and the development of classroom support standards.   

6. Maintains effective communication between the diverse groups involved in the classroom technology and building upgrade process, such as Design & Construction, contractors for new construction and renovation of facilities, Facilities Management and Facilities Maintenance, and develops an understanding of classroom design and support considerations from the perspectives of these groups. 

7. Assists in the management of the Classroom SCUF budget by tracking technology expenditures and work requests, provides periodic reports to budget administrators detailing technology-related expenditures originated through the the FCTL, and assists in managing any funds transferred to the FCTL by Planning, Design & Construction for classroom infrastructure work order origination.   

8. Ensures the University’s facilities database reflects current information by coordinating the updating of the inventory records with the Scheduling Coordinator, informing the Coordinator, Space Management when facilities should be removed from the scheduling pool during the upgrade process, and communicating the resulting classroom configuration when the upgrade is completed.

9. Assists subordinate staff as needed in troubleshooting, repair, and installation of classroom instructional technology. 

10. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

11. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required.

12. Contributes to the overall success of the FCTL by performing all other duties as assigned.

SUPERVISION

The Classroom Technology Support Administrator is supervised by the Operations Coordinator, FCTL and supervises classroom instructional technology support staff and student employees.

OFFICE OF HUMAN RESOURCES

REVISED DECEMBER 2017

JOB FAMILY 3

Factor 1: Educational/Experience Requirements of the Job

Level 7 - 1379 Points: A combination of education and experience equivalent to a Level 7 as indicated by the Equivalencies Chart, when permitted by the Minimum Acceptable Qualifications.

Factor 2: Supervisory Responsibility

Level 4 - 1196 Points: Supervision of a work group including hiring, training, planning, and directing the work of employees. At this level the job often requires close supervision of a rather small number of permanent employees, and/or small numbers of part-time workers, graduate assistants, and/or student workers performing relatively complicated technical or skilled work, and/or other groups of employees at a similar level. At this level it is frequently necessary to train and instruct others, and plan and direct work. Supervisory responsibilities may consume moderate amounts of work time and may include general work planning tasks.

Factor 3: Skill, Complexity, and Technical Mastery

Level 6 - 1900 Points: Advanced knowledge of a wide range of information technology methods and procedures including those regarding systems life cycles and systems application development. Knowledge permits the employee to plan and carry out a variety of assignments, modify standard practices, solve diverse software and hardware problems, and adapt precedents to accommodate specialized requirements and meet a wide variety of business objectives.

Factor 4: Budgetary Control

Level 4 - 772 Points: At this level would be jobs in which the incumbent has the responsibility for exercising primary control over a limited budget including developing budgets and distributing budgetary funds.

Factor 5: Work Environment and Physical Demands

Level 2 - 50 Points: The work area is generally adequately lighted and ventilated, but may involve some discomfort such as the moderate noise from machines or occasional uncomfortable temperatures. The work may require some exertion such as frequent standing, considerable walking, frequent bending, kneeling, reaching, and stooping, and may include occasional lifting of moderately heavy objects. Work may require specific but common physical abilities.

Factor 6: Work Impact and Effect

Level 3 - 2340 Points: Work products or services directly impact the operation, accuracy, reliability, acceptability, or design of programs, systems, or equipment, that affect the operation of individual departments or units. The work activity may be complex, but normally involves addressing conventional problems or situations with established methods that allow departments, programs, or units to function properly. Improperly performed work and/or equipment or software failures likely produce significant errors and/or create delays that directly affect the ability of a department, program, or unit to function properly, and the welfare of faculty, students, or others that use the services and/or products of the department, program, or unit. While the scope of improperly performed work and/or equipment or software failure is limited, the nature of the activity may require that emergency repairs be performed.