Meeting notes from Feb. 7, 2001 - JMU T/TAC

· Most training occurs off site

· Trainers take handouts to their workshops

· They do not perceive themselves as reactive. The old organization (TAC) was primarily reactive, but with the addition of training in their curriculum, they have begun to be pro-active in designing training based on needs of the prior year.

· What they train on is also dictated by the DOE.

· Follow-up: usually ask for a direct follow-up survey 3 - 4 weeks after the completion of training. Would like to see an area on the site that would allow teachers to access the survey online and e-mail it to the specific trainer they dealt with.

· Mostly utilize T/TAC resources when needed, but also search the web for additional resources.

· Subjects of resources are not specific to the individual T/TAC's - they may share among each other and other T/TACs and adapt them to their specific needs.

· They have no specific procedures for sharing materials, but the did express that they would like the opportunity to share among T/TACs to be more readily available.

· In relation to sharing materials, someone suggested having a private room within T/TAC Online where only coordinators were allowed to discuss training issues and share materials and receive input on new materials.

· Phone and e-mail are their primary methods of communication

· Always refer parents back to their child's teacher - would like to see the dyad

· Avoid one-on-one contact with parents outside the school setting where teachers are present

· The state mandates that parents have access to all T/TAC materials and workshops on all subjects except AT

· Parents should feel free to access the site and gather info. and talk to professionals/experts, but the site should not "allow" parental socialization - not necessary and goes against T/TAC's policies regarding parents

· Potential problems with parents? T/TAC doesn't want to be the middle man - don't want the parents to be prescriptive

· T/TAC newsletters are the main form of knowledge distribution and marketing

· JMU T/TAC mails the newsletters to individuals (not group mailings)

· Currently engage in a LISTSERVE - not many participants - see the same people responding all of the time

· View T/TAC Online as being a duplicate effort for a while after it is initiated - will never be a replacement for face-to-face training.

· Teachers and trainers are comfortable in face-to-face environments - might have trouble adjusting to online environment

· Computer literacy is mixed in their region - the technology is not available to support complex sites

What they would like to see included in the site (brainstorming)

· Anonymity for teachers - comfortable atmosphere

· area to share / vent

· structured - regulated - monitored ...possible levels of access?

· designated roles identified online in some way (graphics, codes, color) so that the users can see when they are talking to an expert or a parent or a service provider

· Quick search within the site by topic (learning objects) using key words - universal T/TAC list????

· FREE stuff for teachers!!!!! or links to free stuff

· Someplace for new teachers to meet with experienced teachers...exchange of ideas....support

· Examples of...Alternate Assessment, SOL's, etc.

· video streaming of actual teachers in practice - maybe played at a certain time that is pre-designated

· highlight exemplary or model teachers....low-tech of the week

· surveys and polls to determine the topics that teachers are most interested in - to be tracked and sent to DOE

· A way to track / determine the length of time a user was on the site and how active they were (points given for extensive use)

· Needs to be reliable, relevant, current, quick, easily accessed, customizable (by topics for portfolio/profile), usable, translatable

· It must also offer a sense of ownership among members, reward the users for coming to the site

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Features need by coordinators:

• Digitized video with closed captioning

• Opportunities to expand and supplement materials
• Quick Search capability by key word
• Notification of new news items by flashing
• Instructions on how to download material from the web.

Coordinator job needs:

• Develop key word list for meta tag locators
• New teacher orientation to TTAC and website
• Digital video equipment
• Training for teachers (coordinators) for training on line
• Ways to reward

Coordinator concerns:

• Monitoring uploaded materials for accuracy
• Do discussion and bulletin boars need to be monitored and moderated?
• TTAC materials pirated and sold or used by groups outside of VA