OBSERVATION FORM:
NPASS 3-HR SCIENCE WORKSHOPS FOR
AFTERSCHOOL PROGRAM LEADERS
Workshop Leaders/Science Trainer(s):______________________________________________
Observer (e.g. State Leader, Evaluator): _____________________________________________
Workshop Date: ______________Location (city, state): ________________________________
Activity name (e.g. Balls & Tracks) ________________________________________________
When/Where did the Trainer(s) attend the training for this curriculum?
Date___________________ State _______________________________
# Afterschool Educators in Attendance: ____________________
Please complete this Observation Form after your site visit. Feel free to use the backs of each
sheet to make notes during the training. Please add your comments to provide explanation and/or
more detail.
The questions on this form identify the “best practices” for training afterschool science modeled
at NPASS2 state Science Trainer Institutes. Individual NPASS trainers are encouraged to use this
tool privately to identify their own areas of strength and weakness but its main purpose is to
allow NPASS evaluators to gauge the general standards of training skills across the project.
Observers are therefore encouraged to measure what you see at each workshop against the best
they have ever seen. Observers should not attempt to interpret what the trainer “really meant to
do” or to make what they see fit the mold if it really does not. Ask: “What is actually happening
here and how good an example of the NPASS program and approach are the afterschool staff
being shown in this workshop?”
Where possible invite the workshop leader(s) to fill out their own copy of this observation form
as a self-reflection in addition your independent observations. Ideally, also, discuss with the
trainer(s) what each of you observed. Both versions of the form should be held by the NPASS2
state leader and submitted to EDC upon request.
Thank you
NPASS2 Management Team
NPASS2 Observation Form for CBO Workshops
1. Set-up for Workshop and Welcome
a. Was the space separate from other activities and distractions?
Yes
No
Some
b. Did the space allow for easy movement for the Trainer and the participants?
c. Were there enough tables and chairs for the activity?
d. Were there enough materials for the activity?
e. Was a whiteboard/chart paper available?
f. Was the Trainer ready for the participants when they arrived for the workshop?
g. Was the Trainer welcoming to the participants when the arrived?
h. Did the workshop begin on time
General comments on Set-up:
Question sets #2 – #5 measure how much the workshop leader(s) modeled the skills that
front line staff should use when leading science activities with children. Discussion about
using these skills in the afterschool classroom should be done separately from modeling
the skills and processes themselves. Such discussions are addressed in item #6.
2. Introducing the Workshop/Topic. Did the Science Trainer(s) …
Yes
No
a) Review implementation of a previous topic at the afterschool sites?
b) Encourage participants to share feedback on implementation at their sites?
c) Give an overview of the current workshop agenda?
d) Give an engaging introduction to the current topic?
e) Relate the new topic to previous topics or things familiar to the learners?
f) Organize the participants into teams?
g) Describe and assign roles for each team member?
h) Give appropriate and clear directions for the first challenge/activity?
i) Check that participants understood their tasks?
General comments on Introducing the Project/Topic:
Charlie Hutchison
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12/10/2010
Some
NPASS2 Observation Form for CBO Workshops
3. Leading the Activities. Did the Science Trainer(s) …
Always
Mostly
Some
Rarely
Never
a) Visit (often) with all of the teams as they worked?
b) Show enthusiasm for participants’ discovery, success?
c) Listen carefully to participants’ ideas, questions?
d) Avoid judging solutions/ideas to be right or wrong?
e) Give just the right amount of help?
f) Encourage troubleshooting?
g) Help participants to listen/respond to other’s ideas?
h) Help team members work together equitably?
i) Encourage the spy/ambassadors roles?
j) Re-engage participants who were distracted or off task?
k) Use back pocket ideas and/or extensions (from the
Guide) to re-engage participants who were “done?”
General comments on Leading the Activities
4. Pacing the Workshop. Did the Science Trainer(s)…
Yes
No
a) Lead at least one activity as a complete do-reflect-do again-reflect again
cycle (about 45 minutes) – modeling an ideal session at an afterschool site?
b) Lead at least three or four of the project activities in depth?
c) Keep all the participants together on one activity at a time?
d) Make clear transitions between activities?
e) Demonstrate or show activities that could not be experienced in full?
f) Allow 10 – 15 minutes to discuss implementation at the afterschool sites?
g) Spend at least 5 minutes discussing a Teaching Tip?
General comments on Pacing the Workshop
Charlie Hutchison
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12/10/2010
Some
NPASS2 Observation Form for CBO Workshops
5. Discussions about the Activities. Did the Science Trainer(s)…
Yes
No
Some
a) Break for group discussion every 15 - 20 minutes?
b) Separate the participants from materials during these discussions?
c) Use a What Works/ What do You Notice chart on paper, whiteboard, etc?
d) Keep the discussion focused and short (about 5 minutes)?
e) Send participants back to work after each discussion with a new or reframed
version of the challenge/exploration?
f) Use a Parking Lot for implementation issues raised during the activities?
g) Encourage participants to draw and/or gesture to report ideas/results?
h) Make it safe and comfortable for participants to share results/ideas?
i) Summarize the group’s findings at the end of each activity or session?
How did the Science Trainer respond to results or data that appeared to be contradictory?
General comments on Discussions about the Activities:
6. Discussions about Training and Implementation. Did the Science Trainer(s)
Yes
a) Keep the modeling of good teaching practice separate from talking about
teaching practices and implementation problems at afterschool sites?
b) Clearly signal a change of hats before discussing implementation issues?
c) Listen to (help solve) implementation issues at the afterschool sites?
d) Present a simple and understandable teaching tip (skill) to the participants?
e) Review the Curriculum Guide and the Materials Lists?
f) Discuss why some activities were passed over (rushed) in this workshop?
General comments on Discussions about Training and Implementation:
Charlie Hutchison
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12/10/2010
No
Some
NPASS2 Observation Form for CBO Workshops
7. Closure to the Workshop. Did the Science Trainer(s)…
Yes
No
Some
a. Allow enough time for a Q&A or to address any Parking Lot issues?
b. Set up or confirm the details of the next workshop?
c. Conduct an evaluation of the workshop (verbally or with feedback forms)?
d. Give the group positive feedback about their work together that day?
e. End the workshop on time?
General comments about Closure
8. Overall Impressions
a. How did the Trainer(s) balance leading enough of the activities for the project with mentoring
the afterschool educators about leading the activities skillfully with children?
b. What are the Science Trainer’s strengths in the way s/he works with the front-line staff?
c. List some specific pedagogical practices that the Science Trainer(s) should focus on in his/her
future work with front-line staff.
d. Other comments about the Science Trainer(s), the NPASS project, the front-line staff, or any
other aspect of this workshop.
Charlie Hutchison
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