SWEPT Implementation

After completing organizational planning, the implementation phase can begin. Implementation includes recruiting and selecting host institutions, mentors, and teachers; determining compensation; and running the actual program.

Within this web page, you will learn more about Host Institution and Mentor Recruitment, Compensation, Teacher Recruitment, the Teacher-Host Written Agreement, Orientation,  Mid-internship Meetings, and what to expect During the Internship.

Host Institution and Mentor Recruitment

The host institution is the site of the internship. Potential host institutions are not restricted to members of the planning group, though nonparticipating institutions may be unaware of the program. Before approaching a potential host, do some research to identify constraints. Know the answers to these questions: When is the fiscal year? Has its level of community involvement for education and children changed recently? Is this a branch of a larger organization? Has the number of employees changed recently?

It is better to tailor your presentation to a specific organization than to use the same approach every time. Meet with the organization's decision makers to improve the chance of success.

Anticipate the questions of each potential host. Expect to provide information about the overall program, how it will impact students and the system, and the expected involvement, including cost. Remind the potential host that the teacher will be a benefit to their organization.

Determine the following during this or a follow-up meeting:

  • name of the contact for day-to-day operational matters (hosts may opt to use the Human Resources Department or Personnel to manage the program);

  • specific level of resources committed — how many departments, how many hours, how many people;

  • amount of funds needed to cover program costs at the site;

  • dedication to the program's success;

  • willingness to participate in program activities; and

  • timelines for budgeting, interviews, internships, and future efforts.

The mentor supervises the teacher during the internship. Mentors can be recruited either directly or through the host organization. The first method relies primarily upon personal connections to mentors. Finding mentors in this manner may lead to the discovery of new host organizations. Most often, mentor recruitment will occur through the host organization. Try to have an executive introduce the program to managers in order to make them aware of the program. Encourage the organization to put an article in the internal newsletter and place notices on bulletin boards and electronic networks. Expect some host institutions to make late commitments to the program, which may limit the number of applicants for internships. Also, prepare for the possibility of host cancellations.

Compensation

Most internship programs provide compensation to the teachers for their work. Some programs establish a common stipend and apply it to every intern in the SWEPT. Others determine the stipend by a combination of factors, such as the teacher's experience or project placement. Another option, either in conjunction with or instead of a stipend, is graduate credit.

Compensation must be determined prior to the recruitment period for hosts and teachers. It should be competitive with other work opportunities for teachers such as teaching summer school. However, not all SWEPTs are summer experiences. For reference, teacher stipends for SWEPTs average $500-600 per week for an eight-week placement.

Ideally, the host institution and the school district contribute financially. Many hosts look favorably upon a financial commitment from the school district. Although a school district may not contribute toward the stipend, it may provide participants release time for program activities during the school year. Remind the hosts that the release time is financial or in-kind support from the district.

Teacher Recruitment

Since the program seeks to teach and give an understanding of science and technology industries and research institutions, the teacher's desire to learn is essential. The recruitment process must emphasize the unique opportunity for the teacher to bring back and share with students the knowledge gained through the SWEPT experience.

Request time at opening-of-school sessions or other district-wide activities with all the targeted educators present to discuss the program. Use recent hosts and interns from ongoing SWEPTs to pique interest in the program. During the school year, especially in the fall, make materials available at meetings/seminars on the following items:

  • definition and goals of the program;

  • application process;

  • compensation;

  • graduate credit, if part of the program;

  • timelines for applying, screening, and placement;

  • information on job search techniques; and

  • examples of what interns do at host sites.

Actual teacher recruitment may not identify specific internships for the program. Use sample job descriptions that represent the kinds of jobs that will be offered. These job descriptions should be developed in conjunction with the host sites to reflect accurately the work to be performed. Since only a small percentage of teachers will apply, especially the first year, find out how many teachers are qualified and eligible.

Distribute information on the internships in an efficient manner. Enlist school district support to help disseminate the list of positions. Labels can often be purchased from state and national professional associations for large programs. Smaller programs must rely on less direct methods of distribution, such as sending listings to individuals or organizations which have ties to large numbers of educators, including:

  • public, non-public, and alternative schools;

  • science, mathematics, and technology coordinators;

  • national, state, and local educator associations;

  • local boards of education, school principals, and other administrators; and

  • local and regional programs, such as teacher professional development programs and state and national teacher conventions.

Place notices in newsletters of national teacher group affiliates and other organizations that serve or involve teachers. Send information packets to school-level administrators with a cover letter explaining the importance of the program. Request assistance from department heads, school secretaries, and others in distributing the information to the appropriate teachers. This step will inform the school administration about the program and its goals.

Teacher Selection

An effective selection process uses written applications, initial screening by program staff, and placement interviews with the host site's technical and management staff. The process identifies qualified participants and pairs teachers and mentors.

Written Application

The written application is the first step in the selection process. Most programs require the teacher to provide a resume, description of current work, and an essay on the reasons for applying. Letters of recommendation from colleagues and supervisors often are very helpful. Before submitting the completed application, teachers should forward applications, including a description of the work to be done at the host site, to their principals for signature. This step gives principals an increased awareness of the program and expected outcomes. The principal's signature indicates awareness of the teacher's application to the program.

The program manager ensures the application is complete, verifies the information, determines whether requirements are met, and sends a letter to the teacher indicating receipt of the completed application.

Distribution of Applications

The program manager and each host-site supervisor together determine a date for distributing selected applications to the host sites. There are different ways to handle this step. In some SWEPTs, every application is sent to all host-site supervisors. In other SWEPTs, the program manager chooses the applications for forwarding.

Teachers with limited or no knowledge in a particular field should not automatically be disqualified, although they may be harder to place. Those with little experience benefit from exposure to unfamiliar settings, techniques, and technologies. Every intern, though varying in scientific and technological knowledge and prowess, arrives at the workplace eager to learn. Most teachers, even those with prior experience in applied sciences, must be taught the unique procedures and techniques of the placement position and the functions that they are assigned.

Personal Interviews and Site Visits

The host site, through the supervisor or mentors, picks the applicants to be interviewed. This personal interview helps teachers and hosts gauge compatibility. Afterwards, the host-site supervisor and mentor determine which applicant best suits their needs. The teacher decides if the work experience will provide new insights and understanding to be applied in the classroom.

Prospective interns visit the host institution's facilities. Mentors describe the work done in the institution and the office environment. These visits reduce apprehension for all participants.

Selection

Ultimately, the host-site supervisor and mentor must rely on their judgment in selecting teachers. The program manager can assist by providing additional information from school district administrators familiar with the teacher's work.

Pairing teachers with mentors requires careful consideration of many variables. A good match of teacher and mentor promotes useful, valuable work. Consider professional goals, achievements, and interests when making these assignments.

As each job is filled, send a letter to the successful applicant, along with a contract, informing the applicant of the upcoming internship. The letter must include the following information:

  • orientation meeting for teachers prior to the internship;

  • procedures for obtaining graduate credit, if applicable; and

  • additional program requirements, such as seminars, reports, clearances, and presentations.

Distribute copies of the letter to the school principal, superintendent, and other appropriate administrative staff to apprise them of the program and the participation of the teacher. Some positions may go unfilled. Send letters of regret to those not chosen. To maintain interest and reinforce positive public relations, invite them to reapply in the future.

The Teacher-host Written Agreement

After selecting the teacher, an agreement is made between the host and each intern. This paper defines the employment terms and contains such items as the length of the placement, desired results, the amount of compensation, and the type of payment. The agreement restates the particular benefits of the program for the host site, teachers, and school district and indicates how this experience improves the learning of the participating teacher's students.

Orientation

Hold the orientation session close to the start of the internship. Along with teachers and mentors, who must attend, host-site supervisors, the planning group, and others connected to the program may come. This session often takes place at a host site. The purpose of the orientation is to:

  • reintroduce participants to the goals, objectives, mechanisms, and expectations of the program;

  • have teacher-mentor teams meet and discuss the internship prior to the first working day;

  • offer tips to participants for maximizing the experience; and

  • suggest strategies for best translating new ideas and insights from the SWEPT experience into classroom practices.

Mid-internship Meetings

Mid-internship meetings occur on work days at host sites or other convenient locations. These sessions provide an opportunity for teachers to share their experiences with other interns, discuss the potential effect on classroom practice, and develop strategies for classroom transfer and applications of the SWEPT experience. These meetings may be the first opportunity for teachers to discuss the details of their internships with each other.

Suggested meeting discussion topics include:

  • professional and personal opinions about the internship and the program;

  • outcome changes since the start of the internship; and

  • relating nonscientific experiences to students (such as other skills needed to be a scientist).

During the Internship

To monitor the progress of the program, the program manager contacts each intern and host-site supervisor to assist with problems and answer questions. These discussions may include information about mid-internship meetings, required reports, and presentations.

Have the educators prepare timely summaries of their experiences for submission to the program manager. The summations should describe intern activities, skills gained, high and low points of the experience, an action plan report for classroom applications, and other significant elements. These summaries are useful for evaluating and improving the program. It is helpful to have the mentors and host-site supervisors create similar summaries of their experiences for reference and evaluation purposes.