How to Support STEM-rich Partners - Click2Science CCP-Train... · 20Training%20Level%202- ......
Transcript of How to Support STEM-rich Partners - Click2Science CCP-Train... · 20Training%20Level%202- ......
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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
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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.
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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.
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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
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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
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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
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(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
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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
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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
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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?
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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
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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;
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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.
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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
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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: