There have been a variety of selection criteria that were implemented by Technology Facilitators and School Administrators when selecting students for the program. Most schools have used an application process, although some schools have also included an interview in the process. Below are some of the components that have been used by Core Schools for selecting Student Tech Team members:

1. Academic review
2. Application
3. Interview
4. Technology skills assessment
5. Technology interest level survey
6. Written essay (e.g., "Why I want to be a STT member…")

The training method varies with each school. In the past, students were primarily trained on technical features of various software and hardware applications based upon the imminent needs of the Core School. However, C·R·E·A·T·E for Mississippi staff members realized that there is a need for a more direct approach to provide specific topical training that progresses through units. Since most technology needs of schools have common threads, an organized and comprehensive curriculum was created by staff members. This curriculum is founded on the project-based learning approach. Each unit in the C·R·E·A·T·E for Mississippi Tech Team Curriculum offers a "Field Applications" component in which students use skills learned in the unit to provide instructional and/or technical support within the school.

The training times for Student Tech Teams have varied with each school. The variations have been dictated by the scheduling differences among the schools, i.e. block schedules, seven-period days, and self-contained classes. Some of the variations are:

1. One 50-minute class a day for five days a week (This is the ideal situation.)
2. One 50-minute class one day a week
3. Two blocks (1½ hours) per week
4. Two or more 50-minute classes per week

Regardless of the variations of training times, all the schools have strived to maintain a balance between classroom training and in-the-field service. Ideally training time is split equally between the two training methods.

If the C·R·E·A·T·E for Mississippi STT curriculum is implemented in the training cycle, the training time necessary before technical and instructional support is provided to teachers is reduced dramatically. For example, one of the first lessons focuses on the teacher-student introductory process. Students learn and demonstrate proper/appropriate behavior and attitudes and proper respect for teachers and the teachers' classroom. Students quickly move into providing services to the teachers as well as technical assistance and instructional support. In addition, the STT students become leaders and "peer mentors" in their individual classes.

Students must demonstrate readiness in the STT classroom for the STT teacher as well as with their peers. Part of the curriculum involves projects/activities in which students demonstrate readiness. Some curriculum units provide quizzes, but for the most part readiness involves a hands-on demonstration of skills.

Once a student is selected as a STT student, he/she has the option to continue in the program as long as the student attends that school and as long as grades and behavior are maintained at an acceptable level. During the second and third years, these students are considered "veteran" STT students, and they receive more advanced training that calls for more responsibility and accountability.

C·R·E·A·T·E for Mississippi recommends and strongly encourages schools to require accountability. This accountability comes in many forms:

1. Being a team player
2. Following the rules
3. Being honest
4. Respecting teachers and their privacy
5. Respecting other students
6. Maintaining satisfactory attendance for class and "in-the-field" training sessions
7. Completing all responsibilities required as a STT student

During the four years of Student Tech Team implementation in C·R·E·A·T·E for Mississippi's Core Schools there has been a very low attrition rate among these teams. Typically each year one or two students are dismissed from a team due to behavior problems, poor grades, or moving to another school. Behavior problems usually occur outside the STT classes. Most dismissals due to poor grades involve a probationary period after which the student can resume participation on the team if his/her grades improve.

Curriculum units have been designed around the perceived needs of students and teachers based on observation and experience over a three-year period. Units are ordered progressively as much as possible to facilitate an efficient, scaffolded learning process. For example, the first unit covers character fitness and appropriate behaviors and attitudes required of a STT student. Within each unit, lessons progress from simple to complex. Each school adapts the curriculum units based on the time that the STT students are allowed to meet for training.

Many of the C·R·E·A·T·E for Mississippi schools are small enough that the Technology Facilitator and teachers know each other personally. Therefore, there is immediate/ready interaction. The curriculum process follows this path.

The timing of the student-teacher interaction varies with schools. The following are some examples of this interaction.

1. Team members work with teachers during STT class.
2. Team members work with teachers during the team members' study halls or before/after school.
3. Team members provide assistance during their regular classes.

These support times vary based upon the daily schedules, grade levels, and administrative support levels of the schools.

The methods of requesting assistance used by teachers vary with each school. Sometimes requests are on-the-spot as the need occurs. At other times a teacher may send a written or electronic message to the TF/STT teacher for help. If a student is available at the time the request is made, he/she can be sent to the teacher's classroom. Students may occasionally be released from other classes, but this is discouraged so that no issues develop between teachers and team members. STT students create a log for recordkeeping as well as a work form/request that are supplied to each teacher. A STT student's release from a class for support purposes ultimately depends upon the STT student's grades, completion of class assignments, and teacher permission.

Initially students will accompany the TF/STT teacher to the teachers' rooms, observing and discussing the technical problems with the TF or STT teacher. The STT should student receive adequate training prior to going out alone in order to facilitate successful support for the teachers.

There are many types of support that have been provided by STT members for each of the schools in which they have been implemented. These types of support range from technical assistance to instructional classroom support. Examples of support provided by STT members in the past are:

1. Cleaning and routine maintenance of equipment and work areas
2. Fixing computers that have become locked up
3. Dealing with computer power issues
4. Creating classroom documents for teachers (forms, puzzles, presentations, and so forth)
5. Removing paper jams in printers
6. Solving printer functionality issues
7. Providing technical training for teachers
8. Removing spyware and viruses
9. Updating Windows/Office/Virus protection software

Teachers provide verbal and formal feedback using a form that STT students take to and leave with the teacher. Using this form, the teacher evaluates the STT student's skills, attitude, and professionalism. The teacher returns the completed form to the TF/STT teacher. In the past, highly rated STT students have often been requested over and over by specific teachers.

The STT students keep individual logs of their activities as well as a classroom log in which information regarding all problems are reported including:

1. Who worked the problem?
2. What was done?
3. Was the problem solved?

If the problem was not solved, the student working the problem, another student, or the TF/STT teacher will know where to begin working on the next visit.

The Technology Facilitator recruits, trains, and supervises the Tech Team members in their duties. On a daily or weekly basis the TF instructs the Tech Team using materials provided in the C·R·E·A·T·E for Mississippi Tech Team Curriculum. The TF also oversees the students as they provide technical and instructional support to teachers in the school.

Students may be assigned to specific teachers for on-going duties, such as routine maintenance and cleaning or equipment and updating software. However, other tasks may be assigned on a case-by-case basis. The nature of the teacher's request and the student's level of expertise in a particular type of skill may be taken into account when assigning a student to provide support for a teacher.

Early in the school year, the C·R·E·A·T·E for Mississippi Tech Team Curriculum covers professional behavior and proper procedures for providing support for teachers in the school. The students will quickly learn to provide such support without the direct assistance of the TF. However, the TF may choose to accompany the students for the first few support calls to ensure that each student fully understands the appropriate way to enter a teacher's classroom and complete an assigned task.

Only two major problems have surfaced during the years that C·R·E·A·T·E for Mississippi has worked with Student Tech Teams. The first difficulty encountered by most TFs in working with the Tech Team is scheduling. Of necessity the school day is packed with instructional activities, leaving little "free" time to be utilized by the Tech Team. TFs must learn to work with the school administrator to carve out time to overcome problems with tight scheduling situations. This has been accomplished in a variety of ways in C·R·E·A·T·E for Mississippi schools. One of the most effective ways has been to create an elective class that meets daily and fits within the normal school day. Other approaches have been to schedule the Tech Team as a before- or after-school program or to meet with Tech Team members throughout the day in small groups as their schedules allow. In the latter situation, students would come during study halls, activity periods, or during selected special subject periods such as physical education, library, music, and so forth on a schedule agreed upon by the students' parents and all affected teachers. Under such an arrangement, it is important to rotate, so the students have adequate exposure to each of the special subjects. Administrative support is crucial to success in the area of scheduling for the Tech Team.

Another problem occasionally encountered removal of a student from the Tech Team for academic or behavioral reasons. Maintaining acceptable academic performance takes priority over Tech Team membership. The TF should review student grades at the end of each grading period to ensure that participation in the Tech Team does not interfere with student academic performance. Rarely a student may be involved in inappropriate behavior that would necessitate removal from the team. In most cases, probation or short-term removal from the team is sufficient incentive to encourage the student to correct the problem. After demonstrating his or her readiness to return to the team by improving grades or behavior, the student usually returns to the team with success. Generally the Tech Team students are or become model students and leaders among their peers and with their teachers.