5214 Classroom Coordinator


TITLE Classroom Coordinator




IMMEDIATE SUPERVISORDirector, ETC (Educational Technology Center)



The Classroom Coordinator works closely with the ETC Director to provide leadership and coordination for the upgrading and maintenance of teaching and learning facilities of the University by addressing technology, facility infrastructure, environmental, operational, and support issues. The primary duties of Classroom Coordinator are coordinating the identification and selection process of classrooms for updating, serving as a consultant for academic departments, planning and facilitating the classroom modifications, coordinating ongoing support of these rooms, and training faculty and staff in the use of classroom technologies. The Classroom Coordinator manages all classroom instructional technology installations and maintenance and oversees the initial point of contact for resolving most classroom technology problems by coordinating with all campus units and personnel including faculty and academic administrators, Physical Plant, Distributed User Support Specialists, Centralized User Support Specialists, the Office of Information Technology, room scheduling personnel, administrators, the Instructional Technology Advisory Committee, and other units supporting classroom environments. The Classroom Coordinator assists in the supervision and training of graduate assistants and student staff and provides training to University staff and faculty on the equipment and other features within classroom environments. The Classroom Coordinator assists in the supervision of ETC labs, ETC Equipment Lending, and other ETC activities as assigned by the Director.


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

Experience: With an Associate’s degree, four years of experience in an education-related field is required. With a Bachelor’s degree, two years of experience in an education-related field is required. Experience in facilities or classroom design, teaching methodologies, instructional technology, or curriculum design is required. 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 oral 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. An understanding of instructional technology equipment specifications and their relationship to applications, teaching methodologies, faculty preferences, multimedia systems, and support is preferred. An understanding of related environmental systems, such as furniture and lighting is preferred. The ability to operate, understand, and troubleshoot multimedia presentation systems, other classroom media systems, and other classroom-related equipment is preferred.

Effort: Must have a valid Missouri Driver’s License. Must be able to lift and carry equipment and materials weighing up to 60 pounds and climb ladders to a height of twenty feet. Must have visual and audio acuity within normal ranges.


1. Assures adherence to the schedule and oversees the classroom upgrade process by soliciting, developing and processing classroom upgrade proposals, identifying options and possible solutions, conducting needs assessments and research, prioritizing requests, identifying and documenting the upgrades to be made to each room, refining requested upgrades to conform to University classroom standards, communicating with all units involved in the upgrade process, coordinating site tours, managing the actions necessary to accomplish the upgrades (including room scheduling), evaluating the results (including “lessons learned”) of each round of upgrades, sharing those results with those involved, recommending improvements to the annual classroom upgrade process, as appropriate, and conducting follow-up assessments with classroom users to determine whether expectations were met.

2. Participates in the development of classroom technology standards by serving on the Instructional Technology Advisory Committee (ITAC), researching, evaluating, and conducting assessments and making recommendations for hardware, software, presentation systems, media devices, infrastructure, and other components.

3. Develops and oversees plans for classroom support/response, life-cycle process, maintenance/repair scheduling, and replacement contingency by providing coordination and oversight for these plans, assuring preventive maintenance, operating a “hot line” service to ensure proper system operations and other support services as provided by identified resources such as student workers, DUSS, and graduate assistants to diagnose, repair, or replace malfunctioning classroom equipment and provide onsite assistance to presenters, and meeting regularly with Distributed User Support Specialists and appropriate Computer Services staff to coordinate the procurement, implementation, configuration, problem determination and resolution procedures, user training and documentation, and the development of classroom support standards.

4. Assures coordination, continuity, and communications between the diverse groups involved in the classroom technology and building upgrading process and sustains active relationships with relevant areas, such as Facilities Management and Facilities Maintenance, to learn classroom design and support considerations from the perspectives of these units to establish and maintain desired building specifications and standards.

5. Assists in the management of the Classroom Upgrade and Classroom SCUF budgets by tracking technology expenditures and work requests, providing periodic reports to budget administrators detailing technology related expenditures originated through the ETC, and tracking infrastructure expenditures collaboratively.

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

7. Coordinates internal site tours and external site visits and keeps all affected administrators and Instructional Facilities Team members informed during the process of soliciting classroom upgrade requests, prioritizing the requests, identifying and documenting the rooms to be upgraded, “freezing” the specs, and managing the actions necessary to accomplish the upgrades.

8. Ensures that classroom technology is appropriately utilized and properly supported by assisting in the development of training and orientation programs, documentation materials, service procedures, reference materials, and other resources to effectively support operational systems, building specs, and end-users.

9. Obtain and oversee the resources to ensure that end-users are properly trained by developing and posting operating instructions and system flow-charts, creating and implementing training programs for installed technology, arranging evaluations for exploring new technology options, and conducting regular meetings with the unit supervisor, faculty, and staff to review, assess, and suggest improvements regarding technical and end-user support.

10. Assists in the supervision of ETC labs, including the Academic Computer lab, Multimedia lab, Faculty Media Development lab, and Instructional lab and manages the resources, operations, student personnel, and SCUF budget for those labs.

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 by the Director, ETC.

12. Contributes to the overall success of the Educational Technology Center by performing all other duties as assigned.


The Classroom Coordinator is supervised by the Director ETC and supervises the Equipment Lending Supervisor, student workers, and graduate assistants.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.

Factor 2: Supervisory Responsibility

Level 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 4 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.