2489 Instructional Design and Educational Specialist, Abstinence Education Program (AEP)

POSITION IDENTIFICATION

TITLE Instructional Design and Educational Specialist, Abstinence Education Program (AEP)

CLASSIFICATION NUMBER 2489

GRADE 42

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Principal Investigator, Abstinence-based Education grant

MAJOR ADMINISTRATOR Director, School of Social Work

GENERAL FUNCTION

The Instructional Design and Educational Specialist, AEP analyzes and translates complex subject matter into teachable information for specific audiences in the classroom. The Instructional Design and Educational Specialist, AEP identifies training needs and develops and provides training for instructors in using technology tools to facilitate learning. The Instructional Design and Educational Specialist, AEP designs, develops, and implements blended learning tools and resources for implementation in classroom settings. The Instructional Design and Educational Specialist, AEP provides support to staff, students, and instructors regarding resource and technology issues and troubleshoots classroom management as it relates to blended learning practices.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: A Master’s degree in a relevant field, such as Education, Educational Technology, Instructional Design, or a closely related field is required.

Experience: At least two years of experience designing and implementing technology tools used in a classroom setting and managing and/or facilitating data collection using technology tools is required. Two years teaching experience is preferred.

Certification: Missouri Teachers Certification is preferred.

Skills: Knowledge of Microsoft and Macintosh word processing, spreadsheet, and presentation applications is required; knowledge of course management software is required. Strong leadership and interpersonal skills are required. The ability to work both collaboratively and independently is required. Flexibility, creativity, and the ability to thrive in a complex, changing environment with competing demands are required. A demonstrated commitment to providing quality services to diverse members of the campus and broader communities is required. Excellent verbal and written communication skills are required. Public speaking skills are required. The ability to plan, introduce, and manage changes in educational technology is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures of backgrounds is required.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Analyzes and transforms complex subject matter into more understandable information for specific audiences in the classroom and for use as resources.

2. Creates concise documentation related to resources and technology tools.

3. Identifies training needs, develops and provides training for instructors and staff in the use of technology tools to achieve program objectives.

4. Designs, develops, and implements blended learning resources and activities (e.g. classroom management, cooperative learning, and online coursework and evaluation) for implementation in the classroom setting.

5. Prepares, updates, and manages a wide variety of materials (e.g. reports, spreadsheets, workshop and course materials, articles, data analysis, etc.)

7. Researches a variety of information such as online tools, resources, software applications, and other materials and strategies for the purpose of developing new programs and tools to meet the needs of students, staff, and instructors in the program.

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

9. Remains competent and current through self-directed professional reading, developing professional relationships with colleagues, attending professional development courses, and attending training and/or courses as required by the supervisor.

10. Contributes to the overall success of the School of Social Work by performing other duties as assigned.

SUPERVISION

The Instructional Design and Educational Specialist, AEP is supervised by the Principal Investigator, Abstinence-based Education grant.

OFFICE OF HUMAN RESOURCES

APRIL 2015

JOB FAMILY 4

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 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

Factor 3: Interactions with Others

Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.

Factor 4: Job Controls and Guidelines

Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.