Educational Technologist

Survey: Administrative Evaluations 2012-2013

In communication, personal interaction, and decision making, demonstrates a commitment to our Jesuit identity and mission.
Never 2.4% Seldom 2.4% Sometimes 19.1%

Always 32.1%

Often 44.1%

In communication, personal interaction, and decision making, demonstrates a commitment to our Jesuit identity and mission.
Value Count Percent % Statistics

Always Often Sometimes Seldom Never

27 37 16 2 2

32.1% 44.1% 19.1% 2.4% 2.4%

T otal Responses

84

Responds to questions or concerns in a timely manner.

Seldom 1.2% Sometimes 9.3%

Often 31.4% Always 58.1%

Responds to questions or concerns in a timely manner.

Value Count Percent % Statistics

Always Often Sometimes Seldom Never

50 27 8 1 0

58.1% 31.4% 9.3% 1.2% 0.0%

T otal Responses

86

Displays administrative competency, organization, and efficiency.

Never 2.3% Seldom 1.2% Sometimes 8.1%

Always 53.5% Often 34.9%

Displays administrative competency, organization, and efficiency.

Value Count Percent % Statistics

Always Often Sometimes Seldom Never

46 30 7 1 2

53.5% 34.9% 8.1% 1.2% 2.3%

T otal Responses

86

Provides effective instruction resulting in technological growth.

Never 1.2% Seldom 7.1% Sometimes 11.8% Always 37.7%

Often 42.4%

Provides effective instruction resulting in technological growth.

Value Count Percent % Statistics

Always Often Sometimes Seldom Never

32 36 10 6 1

37.7% 42.4% 11.8% 7.1% 1.2%

T otal Responses

85

Is available to faculty and staff during the school day.

Never 1.2% Seldom 1.2% Sometimes 11.6%

Always 41.9%

Often 44.2%

Is available to faculty and staff during the school day.

Value Count Percent % Statistics

Always Often Sometimes Seldom Never

36 38 10 1 1

41.9% 44.2% 11.6% 1.2% 1.2%

T otal Responses

86

Is supportive of teachers concerning their professional development in the area of technology use in and outside of the classroom.
Never 2.4% Seldom 3.6% Sometimes 7.2%

Always 42.2%

Often 44.6%

Is supportive of teachers concerning their professional development in the area of technology use in and outside of the classroom.
Value Count Percent % Statistics

Always Often Sometimes Seldom Never

35 37 6 3 2

42.2% 44.6% 7.2% 3.6% 2.4%

T otal Responses

83

Demonstrates care for the individual and commitment to the mission and values of the school.
Never 1.2% Seldom 4.8%

Sometimes 21.4%

Always 33.3%

Often 39.3%

Demonstrates care for the individual and commitment to the mission and values of the school.
Value Count Percent % Statistics

Always Often Sometimes Seldom Never

28 33 18 4 1

33.3% 39.3% 21.4% 4.8% 1.2%

T otal Responses

84

Provides resources that enable faculty and staff to learn about and implement best practices with regards to the way that technology can improve student learning.
Never 1.2% Seldom 3.7% Sometimes 11%

Always 37.8%

Often 46.3%

Provides resources that enable faculty and staff to learn about and implement best practices with regards to the way that technology can improve student learning.
Value Count Percent % Statistics

Always Often Sometimes Seldom Never

31 38 9 3 1

37.8% 46.3% 11.0% 3.7% 1.2%

T otal Responses

82

Provides faculty with information and tools that allow them to be innovative and creative in the classroom.
Never 2.4% Seldom 6% Sometimes 7.1%

Always 36.9%

Often 47.6%

Provides faculty with information and tools that allow them to be innovative and creative in the classroom.
Value Count Percent % Statistics

Always Often Sometimes Seldom Never

31 40 6 5 2

36.9% 47.6% 7.1% 6.0% 2.4%

T otal Responses

84

Strengths, Considerations for Future Growth, Additional Comments

Count Response

1 1 1 1 1 1 1

Always wiling to be helpful! Great department. They are always available to assist, before/after/during school. Indispensable. I don't feel heard when I have a concern about a school system. They are always ready to help and have wonderful attitudes. I could not do my job without them! couldn't survive without you! The Educational T echnologist does a great job providing support, resources, and feedback for faculty. His emails and presentations are clear. I think that this position is melting into the folds of the school. We need to have classes for us when we can attend. During lunch or X period is not cutting it. How about after school or practices when we are here and without students to help. We can't just be sent a link and be expected to be able to implement every new gadget with ease. What is the purpose of this if we don't even know that it helps students learn better? Eric is a great resource for us, supporting each of us at our technological level and providing instruction for growth. Eric is always available to help me. He is patient and supportive. He has great ideas for implementing tech in the classroom. He does not make me feel stupid!!! He has helped me a lot. Eric is an amazing educator who knows how to use technology to his students' advantage. This ability also translates to his work with the faculty. I respect and admire him greatly for spear heading our 1:1 program with velvet gloves and countless hours past the bell. ALWAYS available to help me. Thank you for being a pioneer and for making SI cutting edge when it comes to integrating tech and best practices. Where would we be without you? During the recent inservice I liked the opportunity to learn about apps of my choice. Eric is well verssed in his area of expertise. At times I find his sarcasm a bit off putting and have avoided attending some of his workshops because of it. Very helpful and supportive, but sometimes forgets that the "old" ways of teaching are also highly effective. He is condescending in his manner and tone, he does not appear to want to expand his horizons beyond what he

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deems is right, and generally approaches training sessions as if everyone is an idiot. I understand that many need the basic instruction in these seminars, but he should provide more differentiated instruction. In addition, it seems like he is reluctant to share information that will result in a loss of his personal power over others.

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Count Response

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