1

Purpose: Frontline staff and volunteers will seek out local community partners and utilize

their strengths in STEM to enhance programs and will provide support to community leaders to

encourage them to work with youth.

Objectives:

As a result of ongoing, consistent professional development efforts, frontline staff and

volunteers will be able to:

Set context and expectations for partnership

Determine ways for staff/volunteers to support community members working with

out-of-school program youth

Session Outline:

Welcome—5 Minutes

Skill in Action—35 Minutes

Hands-On Learning Activity—40 Minutes

Closure—10 Minutes

Materials & Supplies:

Trainer Supplies:

Nametags

Pens, Pencils, colored Markers at their tables

Tape

A watch or stopwatch for the facilitator to monitor time

Post-it Chart pad

Scratch paper for participants. Put a few stacks out on the tables.

How to Support STEM-rich Partners

Professional Development Situation: Face to Face – Level 2

Skill Focus: Connecting with Community Partners

Time Required: 90 Minutes

2

Computer/projector to show video and watch PowerPoint

Internet connection or make sure all materials are downloaded

Thank-you card

Trainer Materials:

Training Resource A–Pre-Session Email

Training Resource B–Contacting Partner for Session

Training Resource C–PowerPoint Questions found at:

https://www.dropbox.com/s/5eexc2ead4ngfn7/CCP-%20Training%20Level%202-

TR%20C-%20Supporting%20STEM%20rich%20Partners.pptx?dl=0

Training Resource D–References for Facilitator

Training Resource E–Post-Session Email

Access to Community Partners video at:

http://www.click2sciencepd.org/developing-stem-rich-partnerships

Participant Materials: (1 copy per participant – Have extras just in case)

Handout A – Planning the Experience—Context and Expectations

For the Trainer: Training with Guest Partner

This session will be unique in that you will be asking one of your partners to join the training. It

is important that you model the steps to pre-plan and contact partners well enough in advance

and to make contingency plans. Make sure to provide the necessary resources for the guest

speaker to ensure a comfortable, successful experience. Please see Training Resource B for more

information. Organizations to approach for partners could include your local school district

(such as the IT coordinator), 4-H/Extension representatives, national or local parks and

recreation staff, or hospital education personnel or nurse.

Before the Session

Steps One: Read through the lesson plan and all training materials. Familiarize yourself with

the content, and practice facilitating the sections. Make any changes necessary to

personalize the lesson plan to fit your needs.

3

Step Two: Contact one of your partners to invite them to train your staff in a STEM-related

activity during this staff training. Email the partner and share the logistics of the

training. See Training Resource B, Contacting Partner for Session.

Step Three: Send an email to participants (Training Resource A) with logistics for the

training. Gather all training supplies and make copies of participant materials

listed above. Check the room where you will be facilitating the training and make

sure Internet/computer are functioning.

Face-to-Face Training

Welcome - 5 minutes

What I Say What I Do

Hello! Welcome to today’s training! We are

focusing on connecting and supporting

community partners.

Thank you for your attendance today and I

look forward to working with you.

Let’s look at our roadmap for today. We are

covering two main objectives – exploring

how to set context and expectations for

partnerships; and determining who are

working with our youth.

We can sum up today by this statement:

Set Expectations; Support our Partners

I’ll say the statement two more times. On

the third time, we will all say together on

the count of three. One, two, three… Set

Expectations and Support our Partners.

Greet and introduce yourself to participants

as they enter the room and make sure they

are familiar with the room. Have them make

a nametag and fill in the front rows first.

4

See the Skill in Action– 35 minutes

What I Say What I Do

Let’s check out a short video about

community partners.

What stood out to you in that video? What

did you hear about partners in that video?

In a moment, a question will be projected

on the screen. You and an elbow partner

will spend two minutes discussing the first

question. One person will read the question

and the other will answer; then switch

roles. We have five questions total. For each

question find a new partner. The cue to

switch partners is when you hear the word

“Switch!”

Any questions on the directions?

Get with a partner and let’s begin!

Show video about community partners. It is

about 2 minutes in length. It can be found at:

http://www.click2sciencepd.org/developing-

stem-rich-partnerships

The questions for discussion are found in the

PowerPoint you can download at the link in

Training Resource C. Project the PowerPoint

questions on the screen. Allow about two

minutes between questions. Keep it fast paced

and moving. Remember to announce, “Switch!”

at the conclusion of the two minutes.

The questions are:

How can we support our partners to

make sure that we will continue to have

volunteers to help with our afterschool

program?

What advantages/successes might there

be by bringing in STEM professionals?

What challenges could the STEM

professional face? How can we help

relieve those challenges?

How can we help give our youth a

positive experience during an activity

with a STEM partner?

What should we be doing when STEM

5

Was everyone able to answer all the

questions?

Let’s talk about what you heard from some

of your “switch” partners – Anything stick

out to you?

I heard someone mention the word

planning. (Or preparing, etc.) Let’s talk

about that.

It is important to have a planning meeting

with our partners once we’ve determined

the time and date for our shared

experience. For instance, let’s say we are

taking our afterschool group to the local zoo

where a marine biologist will be meeting

with us. What would we need to plan?

I am handing out a planning resource

checklist. Take a few minutes to fill this out

on your own. Please write down all the

information you think would need to be

covered in the planning meeting before

taking our youth to the local zoo.

Let’s hear from a few people. Who will

share what they wrote for the first

question?

(After all have answered) Great responses!

How can a checklist like this be beneficial?

Do you feel comfortable leading this

conversation with partners? Why or why

business/industry volunteers are

facilitating? How can we support them

during the experience?

See suggested answers in Training Resource D,

References for Facilitator.

Distribute Handout A, Planning the

Experience—Context and Expectations.

Give them 3-5 minutes to fill out the resource.

Have music playing softly in the background.

Go through the handout, pausing after every

question. Give them time to respond. For each

question, allow 2-3 people to share, depending

on time.

If the same person is talking all the time, you

6

not?

What would you add to this checklist?

can use these strategies:

“Thank you, Jerry, for that response. Let’s hear

from someone else.

Call on people directly, “Emma, what did you

write down for that question? Why?”

Hands-on Activity – 40 minutes

What I Say What I Do

Today, we are very excited to have a chance

to learn first hand how to make the most of

an experience with our partners. Today we

have with us our partner:

_____________________________

The partner is going to take us through the

activity:

___________________________

(At the conclusion of the activity) Does

anyone have any questions for our partner

regarding the activity? STEM? Career

questions?

Introduce the partner who will be assisting with

training today. It is up to you to model how you

would support a partner, so please look through

Training Resource D’s section about supporting

community partners.

Help the guest speaker engage staff in a STEM-

rich activity. Support the speaker in engaging

staff and asking questions to help staff come to

conclusions rather than just giving them the

answers. Depending on the activity, make sure

ample time and resources are extended to the

partner.

**Contingency plan: ask someone whom you

know well and who will be at the training if they

would be willing to share as a back-up. They

could do a cooking exercise, or teach everyone a

certain technology tool, etc.

Allow participants to ask questions of the

partner assisting with the training. It might be

helpful to ask a few key staff to specifically ask

7

(If you feel comfortable enough with your

guest speaker to ask…) As a partner, we

would like to know what are your

expectations from us when you are visiting

our program?

Let’s all thank ______ for being our guest

today.

questions. Here are some suggested questions

to help spark conversation:

How can we support our partners to

make sure that we will continue to

have volunteers help our afterschool

program?

What advantages/successes might

there be by bringing in STEM

professionals?

What challenges could the STEM

professional face? How can we help

relieve those challenges?

How can we help give our youth a

positive experience during an

activity with a STEM partner?

What should we be doing when

STEM business/industry volunteers

are facilitating?

How can we support our partner

during the experience?

Closure - 10 minutes

What I Say What I Do

We’ve covered a lot of ground about

connecting with and supporting our STEM

partners. Thinking back to the beginning of

this session we said we would: set

expectations and support our partners. We’ve

got an arsenal of tools now, with many ways to

support business and industry.

What final questions or comments are there

Review with participants the information

about today’s session.

Hang a flipchart at the front of the room with

8

about material we’ve covered?

Please sum up one idea, one “golden nugget”

you will take away from today’s session. We

will add that one take away to the flipchart

located at the front of the room. Look for this

list in a post-session email!

Thank you for a great session!

the title “Golden Nugget.” Ask someone to be

willing to write responses, so you can be

focused on the training.

Make sure to keep the flipchart so you

can summarize and send out responses to

individuals post-session.

Before leaving, discreetly ask staff to sign a

card thanking your partner for presenting

today.

After the Session:

Step One: Customize Training Resource E, Post-Workshop Email. There is an action item in

the email. Please take time to review. Type the list from “Golden Nugget”

flipchart from the closing part of the session and attach it to the email.

Step Two: Participants have one week to complete their notecard and send a picture of it

back to you. You can comment, congratulate, ask questions, etc. about the card.

Want to earn credit? Click2Science has partnered with Better Kid Care to provide

online, continuing education credit courses in the 20 skills that make STEM click at:

http://extension.psu.edu/youth/betterkidcare/school-age-practitioners/click2science

9

Training Resource A

Pre-Session Email

Customize this email and send to participants at least a week before the session date.

Good MORNING/AFTERNOON,

The next professional development opportunity to enhance our STEM skills will be on DATE at

TIME at LOCATION. Our focus for this workshop will be connecting with community partners—

how to support STEM-rich partners.

I look forward to a session all about setting expectations for STEM experiences with partners

and how to support them during that experience.

To prepare for the workshop, brainstorm ways you can support the community partners during

the STEM experience with your youth.

I am happy to answer any questions you have, and look forward to seeing you at the workshop. I

can be reached at CONTACT INFO.

Sincerely,

YOUR NAME

10

Training Resource B

Contacting Partner for Session

Select and contact a partner for the hands-on activity portion of this session. When contacting

the partner make sure to:

Explain the purpose of the session—a 90 minute session helping volunteers and frontline

staff learn ways to support STEM-rich partners.

Give details of the session—include date, time, location, special instructions.

Ask partner to complete a STEM hands-on activity during the training—they will have

approximately 30 minutes for their activity and 10 minutes of discussion/follow-up after

the activity.

Explain expectations—STEM partner will lead the activity and you (the facilitator) will

play a supportive role, helping however you can. Describe supplies, size of room, number

of participants, etc.

Have a contingency plan, if there is a last-minute cancellation. Can someone from the

program share?

Ask the partner to be prepared for the discussion/follow-up—a few questions that might

help him/her prepare are:

1. How can we support our partners to make sure that we will continue to have

volunteers to help with our afterschool program?

2. What advantages/successes might there be by bringing in STEM professionals?

3. What challenges could the STEM professional face? How can we help relieve those

challenges?

4. How can we help give our youth a positive experience during an activity with a STEM

partner?

5. What should we be doing when STEM business/industry volunteers are facilitating?

6. How can we support our partner during the experience?

11

Training Resource C

PowerPoint Questions - Download at:

https://www.dropbox.com/s/5eexc2ead4ngfn7/CCP-%20Training%20Level%202-TR%20C

%20Supporting%20STEM%20rich%20Partners.pptx?dl=0

12

Training Resource D

References for Facilitator

Learning Science in Informal Environments: People, Places, and Pursuits

http://www.nap.edu/openbook.php?record_id=12190&page=301

Strengthening After-School STEM Staff Development

http://afterschoolscience.org/pdf/coalition_publications/Strengthening%20After-

School%20STEM%20Staff%20Development.pdf

Building Partnerships with Business and Industry

http://www.hr.mnscu.edu/training_and_development/Leadership_Academy/documen

ts/Bus_Ind_Present_Note.pdf

Suggested Answers for Debriefing Questions

Video can be found at: http://www.click2sciencepd.org/developing-stem-rich-partnerships

How can we support our partners to make sure we will continue to have volunteers to

help with our afterschool program? Help them feel comfortable during experience;

answer any questions before the experience; help them with activity if necessary;

ensure that the students are listening and contributing; help monitor youth and answer

questions; have a well-planned experience.

What advantages/successes might there be by bringing in STEM professionals? Content

specialists in a specific area; exposing youth to real people with real STEM careers.

What challenges could the STEM professional face? How can we help relieve those

challenges? Not used to facilitating experiences for youth; not understanding

connection with the after-school program. We can help by monitoring youth; shaing

goals/mission of our program with them; taking the lead in preparing and planning

the experience.

How can we help give our youth a positive experience during an activity with a STEM

partner? Have a conversation with the youth in our after-school program prior to the

experience with the STEM partner; set expectations for behavior and participation;

13

encourage them to ask questions; have them do research/background information

about the topic.

What should we be doing when STEM business/industry volunteers are facilitating?

How can we support them during the experience? Ask how we can help; monitor

students; listen to presentation; be engaged; help answer questions; prepare follow-up

questions to prompt discussion.

What are the results of an experience with clear expectations, purpose, and context?

Youth will have a meaningful experience that is organized; both the partners and

volunteers will be happy with the results.

What the outcome if the opposite were true? Students are confused about what is

happening; the partners will be unhappy with experience; could sour the partnership.

Supporting our Community Partners during a STEM Experience

Ask partners how we can help during activities.

Ensure that students are listening and behaving.

Be present—need to listen and be engaged in the experience.

Help students prepare questions before the experience or prompt questions during the experience.

Check in with the business partner during the experience.

14

Training Resource E

Post-Session Email

Customize this email and send to participants following the workshop session. Remember to

type the list from the “golden nugget” flipchart and attach it to this document.

Good MORNING/AFTERNOON,

Thank you for participating in our recent professional development session focused on

connecting with community partners. I valued our time together and hope you found the

experience applicable to your work with youth.

During the workshop we all created a list of “golden nuggets” or main take-aways from the

session. I’ve compiled the list and attached it to this email. Please review this list to keep this

session fresh in your mind.

For professional development about this session please complete the following action item:

Create a notecard with at least 10 things you will do prior to, during or after the

STEM experience with a community partner. It can be information from the session

or information from continued research.

Use the notecard (or small piece of paper) to help plan and carry-out the experience.

Remember: the notecard should answer this question, “How can I best support our

community partners?”

Email a picture or scanned image of the notecard to me for discussion within one

week.

Thank you for taking the time to build better relationships with STEM-rich partners by focusing

on ways to best support them.

I look forward to continuing our learning at the next session on SKILL/FOCUS at on DATE at

TIME at LOCATION. Please don’t hesitate to ask if you have any questions. I can be reached at

CONTACT INFO.

Sincerely,

YOUR NAME

15

Handout A

Planning the Experience—Context and Expectations

Title of the Experience:

Date and Time:

# of Participants:

# of Volunteers:

Length of Experience:

Parking Situation:

Special Fees:

Special Instructions (i.e. closed toed shoes):

Our Purpose of our Afterschool Program:

Our Outcomes and Aims for the Experience:

The Partner’s Purpose or Mission:

The Partner’s Outcomes and Aims for the Experience:

Our Expectations of our Partner:

The Partner’s Expectation of Us: