Build teacher capacity through iterative, equity-centered professional development for pathway implementation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In Year 3 of the partnership, development activities supported pilot teachers to implement the inclusive pathway by designing, implementing, and iterating on professional development resources for teachers (largely, K-8), centering equity in the development of resources and tools, having teachers enact PD within their own classrooms, and making improvements based on implementation experience and teacher interviews and focus groups.

Design Implications¶

Context¶

Requirements¶

• Pilot teachers willing to enact PD within their own classrooms

Constraints¶

• Described for K-8 teachers within the Core districts in Year 3

Target Learners¶

• K-8 teachers implementing the CT pathway

Target Learning Goals¶

• Capacity to implement an inclusive CT/CS pathway

Related Strategies¶

• Appoint a district-level CS/CT leadership position to center and prioritize computing as a curricular offering
• Four-part capacity-building support model: scoping, provider matching, cohort learning, and thought partnership
• Inclusive Innovation Process

Examples¶

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Key Sources¶

• Quinn Burke, Jeremy Roschelle, Pati Ruiz, & Josh Weisgrau. (2021). Understanding and Supporting District Systems Change Around Computer Science Education. AERA Annual Conference, Division L Structured Poster Session. https://bit.ly/36szXLy