SWEPT Rationale

The growing national sense of urgency for educational reform appears in the development of the National Education Goals, the call for mathematics and science standards, and initiatives like the American Association for the Advancement of Science's Project 2061 and the National Science Teachers Association's Scope, Sequence, and Coordination reform project. Accountability for improving schools rests with federal, state, and local governments. However, educators, parents, business, labor, professional associations, and community organizations have important roles in education reform.

The nation's educational system must prepare children to be informed citizens and productive members of an increasingly technical workforce in a competitive world economy. The modern workforce requires employees skilled in routine problem solving, process improvement, decision making, teamwork, and using state-of-the-art technology. However, many companies must teach their new employees basic skills that were inadequately learned in school. These costs amount to millions annually. This need for extensive workplace training mirrors the poor performance of U.S. students on international comparative tests and national assessments. According to the International Assessment of Educational Progress, a large gap continues to exist between the United States and the highest scoring countries in student science and mathematics achievement.

Additionally, recent surveys conducted by the National Center for Education Statistics indicated that approximately one-third of all high school mathematics teachers do not hold a degree in mathematics or mathematics education and nearly one-quarter of all high school science teachers do not hold a degree in science or science education. The number of teachers lacking such degrees increases for both elementary and junior high school teachers. A NSF report indicates that many of these teachers make textbook learning the center of their lessons, teach laboratories that do not reflect the inquiry process, and rarely discuss nonacademic applications of science and mathematics.

Teaching involves lifelong learning. The ideal professional development of teachers is continuous, beginning with college preparation, extending through the first few years of teaching, and includes a variety of opportunities to extend knowledge and skills throughout a career. Teachers advise that with this professional opportunity they are more comfortable and better prepared to meet the needs of their students. SWEPTS assist teachers in preparing their students for lifelong learning and a world that requires skills beyond books.

SWEPTs create exciting professional communities. Working with professionals in business and research laboratories creates a link between the teachers and these individuals that lasts beyond the internship experience. Participating teachers often form networks that offer a stronger support system in their schools than before the internship.

According to a recent publication of the National Center for Science Teaching and Learning, effective professional development programs can serve as a starting point for fundamental school change. SWEPTs are a powerful professional development tool because teachers choose to participate, develop leadership skills, and are placed on the cutting edge of research and industry applications. As a result of these cooperative efforts from all community leaders, teachers develop a heightened understanding of science, mathematics, technology, and the skills needed by students after completing school.