Based on the goals of the program, consider the curriculum needed to meet those goals, the type of student the program will serve and the criteria for selection, and the resources needed for managing and sustaining the program.

Schools can develop their own curriculum or purchase an existing program. Programs may include web-based content, training and communities of practice, customization, standards alignment, management tools, and certification options. When reviewing an existing program, check references to make sure it is a good fit.

The faculty advisor or lead teacher usually develops selection criteria based on the goals of the program and promotes the program to students, teachers, counselors, and parents. Specific strategies should be developed to recruit a diverse group of students including young women. The best candidates may be students who have not shown an interest or commitment to other clubs or groups. Selection tools might include: written essay, minimum grade point average, recommendations, interviews, on-site committee review, or a qualifying course.

A trusted, seasoned faculty member will help the program gain credibility. If the program goal is advanced technical training for students, the faculty advisor needs technical experience or training. Programs that focus on student support for teachers in the classroom may do better with a faculty advisor who has classroom experience and solid pedagogical training. Training at least two faculty advisor adds to program stability and sustainability.

There are many resources available to help schools plan and implement student technology support programs. Schools can build their own program, purchase existing curriculum or club formats, or join national and regional organizations. Most companies and non-profit groups offering software tools and curriculum help schools customize programs to fit their needs.