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Despite the wealth of learning youth experience outside formal classrooms, relatively little research has been invested in under- standing out-of-school-time (OST) educators’ professional learning (PL). We explore this need in the context of a STEM facilitation PL program (i.e. Afterschool Coaching for Reflective Educators in STEM, or ACRES) through their foundational PL module, Asking Purposeful Questions, by describing the development and use of the scripted animation survey (SAS) using the framework of educator noticing. First, we detail how we developed and validated an analysis approach to the SAS. Through iterative development with feedback from PL providers, we identified a delivery format; response pro- cess; and codebook that aligned with the program objectives and paralleled the feedback exchange structure familiar to participating educators. Second, we apply the educator noticing framework to illustrate a possible use of the SAS. In comparing pre- and post- administration of the SAS using the noticing framework, we identified a shift in respondents’ noticing to be more aware of youth activity relative to educator activity. We suggest that the SAS may be a useful tool to diagnose and respond to educator attention within a PL program, particularly when logistical and financial con- straints restrict access to longitudinal videos of practice and interviews.