Planning a SWEPT

Planning a SWEPT involves careful consideration of program development, partners, and assessment and evaluation. This web page explores how to develop a SWEPT and provides some questions the initiating individual or group should answer to have a successful and productive program.

Within this web page, you will learn more about Program Development, Developing a Mission Statement, Formulating Goals and Assessing Needs, Assessing Resources, Funding, Developing an Action Plan, Recruiting Partners, and Developing Program Evaluation.

People are the key ingredient to a successful program. A strong, collaborative partnership between preK–12 educators and those offering the internships is ideal. The Coalition's experience has proven that successful SWEPTs involve the cooperation and combined resources of the community. Although from different backgrounds, all partners with varying skills and capabilities are equally important to the program.

Program Development

Each SWEPT has a core concept, best developed by a group concerned about the local educational system. The emerging program depends upon establishing successful partnerships with diverse organizations. Partners must understand that their active participation is essential for developing the program. The partnerships require frequent communication and mutual respect for the positions and ideas of all. The choice of participants in program development depends upon the goals and expectations of the originators. The originating group must do some initial planning and decision making prior to expansion.

After developing basic parameters, the initiating group will expand, gaining additional members from the business and education communities and other interested organizations, into a planning group. This larger planning group jointly establishes the program's goals and objectives. All concerned and affected parties must be involved early. The planning group's members must work with others from their respective communities to make the SWEPT a success.

The first planning committee meeting is critical. This meeting requires much preparation. All the participants should be ready to discuss the nature and functions of the SWEPT. Its main purpose is to determine the expected program results and the effort needed from each partner. After defining and resolving these elements, the planning committee must identify the program's key components and make decisions regarding structure. Issues such as teacher selection criteria, application procedures, classroom transfer of the experience, and outreach activities can be addressed. At this meeting, or at subsequent meetings, participants will:

  • get stakeholders to buy in and commit to action;

  • introduce members and reaffirm their general commitment to the principles of collaboration;

  • review partner responsibilities; and

  • agree on a strategy for planning, funding, and implementing their program.

The participants must learn about and accommodate each others' strengths, needs, available resources, and different levels of commitment to have a successful program.

Developing a Mission Statement

All successful programs and organizations have clearly defined missions. Such a mission statement is short, concise, and identifies what the program seeks to accomplish. Since SWEPT program partners come from a variety of institutions, including higher education, business, government agencies, school systems, and other organizations, the mission statement reflects universal agreement on an outcome to which all are dedicated.

Formulating Goals and Assessing Needs

A goal is a specific statement of purpose. Goals should be challenging and realistic. In every SWEPT, all program partners need to understand the goals of the entire program, as well as their partners' goals that may be tailored to local needs. For example, an organization provides teachers with work experience but is concerned mostly with the completion of a short-term project. Problems in program implementation can be resolved through clear definitions of partners' goals.

Objectives build on goals. An objective measures specific intent and identifies what will be accomplished, when, and by whom. The objectives, which are the practical framework of program development, should not be created until after the goals are established. Remember that the needs assessment results influence the content of specific program objectives. Needs assessment consists of gathering and interpreting information to formulate and refine goals and objectives. Very often, meeting one set of needs leads to the discovery of other concerns. Maintain an accurate, updated listing of program needs to ensure that useful goals and objectives are pursued. Such assessments involve participation of all stakeholders.

Assessing Resources

Resources fulfill needs and come in a variety of forms. Examples include space donated to hold the planning meetings, duplication of handouts, and this SWEPT guide. Ensure there are enough identified resources to carry out the SWEPT program by using the list of identified program needs as a baseline for the acquisition of resources.

Funding

The biggest problem for most scientific work experience programs for teachers is obtaining enough resources to support the effort. It may be possible to get in-kind contributions for much of the equipment, office space, and supplies. However, staff costs and teacher stipends cannot always be supported solely by in-kind assistance.

In rare instances a single organization within the community, such as the chamber of commerce, school district, or a business, may donate the staff and resources required to manage and operate the program. Most often, the SWEPT requires a broader funding base. In either case, it is important for the long-term success of the program to develop a diversity of funding sources. Support may involve tapping state and national sources of professional development funding.

Programs that utilize a solitary source of income are extremely vulnerable. Cutbacks in government spending, corporate downsizing, and changes in the focus of foundation grants, with little or no advance notice, are examples of this vulnerability.

In addition to grants, other ways to obtain funding include assessing dues on program partners or having host sites support the program costs above and beyond teacher stipends.

Developing an Action Plan

Action plans define functions and tasks, state responsibilities, identify deadlines, commit specific resources, and, most importantly, hold individuals accountable. Use the objectives to create the action plan and closely assess the plan during development to ensure that the program accomplishes its goals. This continual assessment will help determine intermediate objectives and adherence to the action plan. Develop an action plan for each particular goal and the overall plan. Not all program partners have to participate in designing the action plan, but a commitment by all to the complete plan is crucial. Consideration must be given to program evaluation, discussed in greater detail later, including information on how and when the data will be gathered and studied.

Recruiting Partners

In addition to refining the original concept, the planning group must identify and recruit partners. Successful recruitment efforts stress the impact that educational improvement has on all institutions, including financial, research, educational, industrial, and the larger community. Enlisting support from diverse organizations requires creativity and comprehensiveness.

School district support is essential for a successful SWEPT. For programs serving multiple school districts, make presentations to all the school superintendents, curriculum supervisors, administrators, and school boards. Meet with each one, if schedules allow, and discuss the program. Possible barriers to school district support include: disinterest; difficulty meeting with superintendents, other top level staff, or boards; suspicion that the sponsors want cheap summer labor; concerns about teacher attrition; and other local constraints.

Invitations to join planning teams should not be limited to major corporations or large universities. All institutions of higher education, small businesses, and local community alliances can contribute a great deal to these initiatives. Diversity among participants provides many benefits, including contacts, funding, personnel, mailing lists, facilities, professional advice, and resource materials. Obtain contact names from planning group members, groups to which presentations are made, and other available sources. Parents are an important and valuable resource; do not overlook them.

When speaking or writing to potential program partners:

  • provide background and specific information about the program;

  • communicate clearly the definite requirements for commitments in funding, in-kind contributions, personnel, and logistical needs for the program; and

  • determine the appropriate host-site contact for day-to-day operation.

Each recruit contributes unique expertise and experience needed to develop a successful program.

Developing Program Evaluation

To gain new partners and additional funding sources, the program needs evidence of its effectiveness. Evaluation is one process of acquiring this evidence. Good evaluations require precision, commitment, communication, and input from multiple sources. Though it may seem overwhelming, discussing program evaluation at this early stage is helpful because it maintains program focus and serves as a goad for continuous improvement.