Systems Analyst (SMS)
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About The Position
The Systems Analyst at Amarillo ISD is responsible for developing and maintaining computer applications, which encompasses all phases of the software development life cycle (SDLC). This role involves analyzing, developing, and documenting the implementation and maintenance of new or modified software applications and resources. The Systems Analyst will consult with and advise district staff regarding various projects, resources, and applications analysis, including project planning, programming, testing, maintenance, and documentation. The position requires a strong understanding of software programming languages, database management systems, and standard office software applications, as well as the ability to utilize systems analysis techniques effectively. In this role, the Systems Analyst will perform software development and computer programming tasks, analyze user needs, determine requirements, and develop and implement software solutions to meet those needs. The analyst will also conduct research, resolve problems related to processes, and monitor these processes to identify areas for improvement. Additionally, the position involves creating and maintaining documentation for processes related to newly developed programs or modifications to existing programs, ensuring compliance with standards related to security and data protection, and providing user training as required. The Systems Analyst will serve as a technical resource for finding software solutions for customers, create test data, conduct tests, and debug programs for both in-house and vendor-supplied software. The role also includes providing customer training and support for new or modified software applications, mentoring other staff as assigned, and maintaining confidentiality of work-related information. The Systems Analyst will follow district safety protocols and emergency procedures while ensuring compliance with all local policies and state and federal statutes, including the Educator Code of Ethics.
