Use the CT–PCK Survey to identify professional learning needs and evaluate CT-integration professional development, not for teacher evaluation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends school and district leaders use the CT–PCK Survey "to identify teachers' strengths and opportunities for professional growth in CT integration" and researchers use it "as an outcome measure in intervention studies designed to improve CT integration." It is positioned as a brief (under 20 minutes in shortened form) diagnostic for guiding professional learning and continuous improvement.

Design Implications¶

Context¶

Requirements¶

• Administration to in-service middle school math teachers; interpretation should rely on the overall 16-item score rather than flagged individual items

Constraints¶

• The report states the survey "should be used only to help guide teachers' integration of CT practices into their instruction or to inform continuous improvement in professional development," not for evaluation of teachers

Target Learners¶

• Middle school math teachers in professional learning programs

Target Learning Goals¶

• Integrating core computational thinking practices into math instruction

Related Strategies¶

Examples¶

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Key Sources¶

• Witherspoon, E.B.; Dracopoli, M., Hawkins, M., Dahlke, K. (2026). Developing a measure of middle school math teachers' pedagogical content knowledge of computational thinking (REL 2026–007). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/developing-measure-middle-school-math-teachers-pedagogical-content-knowledge-computational-thinking