Beyond Training: Supporting OST Science Facilitators

Professional development is an important part of preparing educators to teach science. But for out-of-school-time (OST) facilitators, a training session is often just the beginning of what they need to succeed. 

Consider what happens after that initial training. A facilitator may have a new set of materials and a general understanding of the lesson yet still have questions about how to explain an unfamiliar concept or keep students engaged. More often than not, those questions surface while preparing for a session or standing in front of a room full of students. 

OST programs also face challenges that differ from those of traditional classrooms. Facilitators may have limited science experience, work across multiple subjects, or have little time between school dismissal and the start of programming. Even enthusiastic, capable staff can struggle to deliver consistent science instruction without the right support. 

For program directors and expanded learning administrators, the question is how to make that support available throughout the school year. 

What OST Science Facilitator Support Looks Like in Practice

Early in my teaching career in Dallas, a veteran teacher in the classroom next door would stop by after school to ask how an investigation had gone. She helped me think through challenges in the classroom and offered practical advice that made me a better science teacher. 

Our conversations also taught me how much teachers benefit from having someone they can turn to. 

OST facilitators need that same opportunity, although the structure of an after-school program may look quite different. 

I remember an expanded learning program in California where a site coordinator made a habit of checking in with facilitators after science sessions. The conversations were brief and informal. She asked what went well and what they might do differently next time. 

Over time, facilitators who initially described themselves as uncomfortable teaching science began leading investigations more independently. They had opportunities to reflect on their experiences and improve with each session. 

Program leaders can create similar opportunities by incorporating several practices into their existing routines. 

Give facilitators time to experience investigations themselves.

Before leading an activity, facilitators should have an opportunity to complete it as learners. Working through an investigation with a coach or experienced colleague helps them understand the materials, anticipate student questions, and identify steps that may require additional explanation.

Make collaboration part of the schedule.

Brief, regular meetings give facilitators time to exchange ideas and discuss challenges. These conversations can happen within individual sites or across several locations.

Provide help when facilitators actually need it.

A short instructional video, an accessible lesson guide, or a designated colleague who can answer questions may be more useful than another formal training session. Facilitators should know where to find assistance before they encounter a problem.

Follow up after science sessions.

Site coordinators can learn a great deal by asking facilitators about their experiences. Regular check-ins help administrators identify recurring challenges and determine where additional resources or coaching may be needed.

A facilitator in Tennessee once explained why she continued trying unfamiliar science activities. She knew that if something went wrong, someone would help her understand what happened and prepare for the next attempt. 

Facilitators are more willing to try challenging activities when they know they have somewhere to turn for guidance. 

Making Science a Staple of OST Programs

While visiting a California district with dozens of expanded learning sites, I asked a director why some locations offered science more consistently than others. 

Her answer focused on the daily operations of the program. 

At the more successful sites, supplies were accessible and replenished regularly and science had a designated place in the weekly schedule. Staff also knew whom to contact when they needed assistance. 

These arrangements may seem straightforward, but they have a direct effect on instruction. When facilitators spend valuable preparation time searching for supplies or improvising around missing materials, they have less time to focus on students. 

Administrators can address many of these challenges through thoughtful planning. 

Establish a dependable science schedule 

Science deserves a consistent place in the program calendar. Designating specific days and times helps facilitators prepare and allows students to anticipate upcoming activities. 

When science is treated as something to fit into whatever time remains, it becomes easier to postpone. 

Organize materials for easy access

Every site should have a designated storage area for science materials. Supplies should be clearly labeled, organized by activity or unit, and accessible to the staff members responsible for instruction. 

A facilitator preparing for an investigation should be able to locate the necessary materials without spending a significant portion of the session searching. 

Plan for replenishment 

Many investigations require consumable supplies that must be replaced throughout the year. 

Administrators should establish a restocking schedule that corresponds with the instructional calendar and assign responsibility for monitoring inventory. 

A program that begins the school year fully stocked still needs a plan for maintaining those resources in the spring. 

Review staffing needs for investigations 

Hands-on science can require additional supervision, particularly when students work in groups or use unfamiliar equipment. 

Program leaders should review staffing arrangements before scheduling investigations. Depending on the activity, additional support from site coordinators, experienced facilitators, or approved volunteers may be appropriate. 

Stay involved in science instruction 

Visiting sessions, asking facilitators about their experiences, and discussing science during staff meetings all help leaders understand how instruction is progressing. 

These conversations also make it easier to recognize where staff need additional support. 

For California programs operating under the Expanded Learning Opportunities Program (ELO-P), these considerations are especially relevant. ELO-P emphasizes hands-on learning experiences, making science a natural component of expanded learning. 

Consistency becomes particularly important when districts operate multiple sites. A missing supply or scheduling problem may be manageable at one location, but repeated across an entire district, those challenges can affect the quality of the program. 

Administrators need systems that work reliably across sites and remain effective as staffing changes. 

Choosing Science Materials That Support Facilitators 

One of the most common challenges in OST science instruction is ensuring that facilitators have everything they need to conduct an investigation. 

I saw this firsthand while working with an after-school program in Florida. The facilitators were enthusiastic, and program leaders wanted to offer meaningful science experiences. Unfortunately, the materials weren’t organized in a way that supported instruction. 

Preparing for lessons frequently involved searching for supplies and determining whether activities could proceed with what was available. 

When I returned the following year, the program had adopted complete, organized science kits. Facilitators could spend more time preparing their instruction and working with students. 

The experience reinforced an important consideration for administrators evaluating science materials: having the necessary supplies is only part of being prepared. 

Facilitators also need guidance that helps them understand the science and lead students through the investigation. 

Effective instructional materials should include clear directions, relevant background information, explanations of common misconceptions, and questions that encourage students to think critically about their observations. 

These resources are especially valuable for facilitators who may be teaching a particular science concept for the first time. 

Programs should also consider how much preparation each lesson requires. An activity that works well in a traditional classroom may require significant adjustments for an OST setting, where preparation time and instructional schedules are often more limited. 

Home Science Tools’ Science Unlocked curriculum provides structured lessons, instructional guidance, and hands-on materials intended to help educators prepare for and deliver science instruction. When evaluating resources, administrators should consider how readily their facilitators can use the materials and what additional support may be necessary. 

Keep Expectations High and Instruction Accessible 

During visits to two after-school programs in the same district, I observed very different approaches to science instruction. 

One program relied primarily on worksheets because leaders were concerned that hands-on investigations would be difficult for staff to manage. The other offered structured investigations with guidance that facilitators could follow. 

The facilitators leading investigations weren’t necessarily more experienced in science. They had access to resources that helped them prepare and conduct the activities. 

Students benefit from opportunities to investigate questions, make observations, and explain their thinking. OST programs can provide those experiences without expecting every facilitator to arrive with extensive science training. 

The goal is to choose materials and establish routines that make meaningful science instruction manageable for the people delivering it. 

OST Science Program Readiness Checklist 

How well does your current program support science instruction? 

This checklist can help program directors and site coordinators identify strengths and determine where additional attention may be needed. 

Facilitator Preparation and Ongoing Support 

• [ ] New facilitators have opportunities to complete investigations before leading them with students. 
• [ ] Facilitators know whom to contact when questions arise during preparation or instruction. 
• [ ] Site coordinators regularly check in with facilitators about science sessions. 

Materials Access and Organization 

• [ ] Every site has a designated, organized storage area for science materials. 
• [ ] Science kits include instructional guidance as well as necessary supplies. 
• [ ] A designated staff member monitors inventory and coordinates replenishment. 

Instructional Planning and Consistency 

• [ ] Science activities are scheduled regularly at every site. 
• [ ] Staffing arrangements support safe, hands-on investigations. 
• [ ] Lesson guides provide enough direction for new facilitators to prepare and lead activities. 

Administrative Support 

• [ ] Program leaders periodically observe science sessions. 
• [ ] Facilitators have opportunities to share ideas and discuss instructional challenges. 
• [ ] Administrators regularly ask staff what additional resources or assistance they need. 

Student Engagement 

• [ ] Students have opportunities to ask questions and explain their observations. 
• [ ] Students demonstrate interest in upcoming science activities. 
• [ ] Hands-on investigations are a regular part of science programming. 

After completing the checklist, review the results with your site leaders. 

Which areas are working well?  
Where are facilitators encountering recurring challenges?  
Are there differences between sites that require attention? 

Choose one or two priorities and develop a plan for addressing them. For example, if facilitators consistently struggle with preparation, begin by reviewing lesson materials and establishing opportunities to practice investigations. 

Revisit the checklist periodically to evaluate progress and identify new needs. 

Building Support That Lasts Beyond Training 

When facilitators tell me they aren’t comfortable teaching science, I want to understand what makes them feel that way. 

Whether they need more experience with the subject or clearer instructions and dependable access to materials, these are challenges program leaders can address. 

The California facilitator who initially lacked confidence benefited from regular conversations with her site coordinator. The Florida program improved when materials became easier to access and use. In both cases, practical changes helped facilitators approach science instruction with greater confidence. 

Professional development remains valuable, but administrators should consider what happens after facilitators leave the training room. 

Do they have the resources to prepare for tomorrow’s investigation?  
Can they get help when a lesson becomes challenging?  
Are there opportunities to learn from colleagues and improve throughout the year? 

When the answers are yes, science becomes a more dependable part of the OST experience. 

And that gives students more opportunities to explore and discover throughout the school year. 

Ready to Strengthen Science Instruction in Your Program? 

Home Science Tools can help you explore hands-on science resources and instructional support for your school or expanded learning program. 

Connect with our science specialists to discuss your program’s needs and find an approach that works for your facilitators and students. 

Talk with a specialist!

Author Bio 

Cynthia Evans is an educational consultant, STEM coach, and former classroom teacher with more than 35 years of experience in science education. After spending 25 years in the classroom, she now works with schools across the country to help teachers, instructional coaches, and administrators strengthen STEM and science instruction. Her work focuses on helping educators make hands-on learning more accessible through practical instructional strategies, effective resources, and ongoing professional support. Outside of her work with schools, Cynthia enjoys traveling, spending time with her family, and advocating for meaningful science education.