Human Resources for Technology Jim Hutcheson Troy University - Ft. Benning Several models of building-level support have been proposed in the past. Individual schools have used their staff members in the absence of a District model for support. Some examples of support models currently in use: A teacher is hired with a ‘light’ teaching load and technical support responsibilities are added to complete the day’s work. Support services are generally more technical than instructional. A teacher is hired as a full-time support person for both technical and instructional services to the faculty and staff. A teacher is hired as a full-time support person for both technical and instructional services to the faculties and staffs of several schools. A ‘technician’ is hired to provide the technical services of a single school. Someone else provides instructional services. There is a need to provide a consistent human resource model for supporting our schools that is both efficient and affordable. Assuming that the availability of adequately trained personnel will meet any support model, what are the choices. Choice #1 Hire a certified teacher for each campus to fulfill the instructional support needs and train this person to deliver the technical support needs as well. This model provides the maximum support to the classroom when support is needed. It is also the most expensive. Using an average teacher (masters with 12 years) the annual costs in salaries and benefits would be approximately $45 - $50 thousand each. This would be a minimum as the individual actually selected is apt to have a higher degree and more experience. In most instances, this model guarantees a support person is on every campus every working day. Choice #2 Hire a small number of teachers to serve multiple schools. Each person would be trained to provide the technical support that is needed in addition to the instructional support. The salary costs would be a function of the number of such positions. This model is less expensive and insures that a support person is available an average of twice a week. The need for weekly help depends on the condition of the equipment and the readiness of the faculty for training. Choice #3 Hire a technician to serve each school. This technician provides the campus support for networks and independent units. The estimated costs of providing this support are $20 - $25 thousand for a beginning salary, but expect to pay more as this individual gains experience. The advantages of this model are its reduced costs. The disadvantages include the identification and training required maintaining this type employee. You will also need the services of a "master" technical person to support these building-level employees. This veteran individual would need to be on salary or employed as contracted services. Choice #4 Use a combination of the above models. This combination model has the advantage of being less expensive and still have the degree of support that is needed and can be afforded. The disadvantages will include the occasional times when support is needed and is not available. Proposal: An analysis of the tasks that are desired for a support person, both technical and instructional, should be completed. This analysis should include the skills required as well as the estimated time to complete these tasks by a competent worker. Once a list of needs is identified, we can determine whether this list can best be met with a single individual or will require two individuals. An investigation should begin into what human resources other schools are using that have more technology than you do. This information will prepare us for a changing need as our schools acquire more technology. Based on the analysis of these two efforts, we should be able to design the human resource support model and begin implementing this model as funds are available. The final model selected should include enough district structure to insure that each school is adequately supported regardless of the model selected. That is, the model should take into account the ongoing support needs of the school while the deficiencies in the support persons are addressed with the proper training or hiring. The model should address who supports the building-level supporters. Return to Professional Development Articles