Professional Development for CS Teachers

A report published by the Kapor Center noted that 27% of reporting teachers felt limited by their own subject matter expertise, specifically in elementary schools and lower-income schools. Relatedly, 55% of teachers found themselves having to revise existing curricula to make it more engaging and relevant to students.

Responding to a growing movement of educators, researchers, and advocates for equitable K-12 computer science, the California Computer Science Project provides workshops for K-12 teachers to:

  • Design instructional moves that connect computer science content to the lives, experiences, and interests of underrepresented student groups
  • Integrate computational thinking (CT) into math, science and computer science
  • Build a professional network of K-12 computer science teachers across California to support continuous growth and promote professional resilience

Teacher-Teaching-Teachers Model

Rooted in the successful practices of the Bay Area Writing Project (BAWP), the California Computer Science Workshops are led by experienced K-12 CS teachers eager to share their pedagogical craft with other teachers across the State.

California Computer Science Workshops

Our virtual workshops are geared for in-service STEM and computer science teachers in elementary, middle and high schools.

Getting Started

For further information, please contact Richard Zapien, Academic Coordinator for the California Computer Science Project, rbzapien@berkeley.edu.

Publications and Resources

Colorblind Education

Goode, Joanna, Stephany Runninghawk Johnson, and Krystal Sundstrom. "Disrupting colorblind teacher education in computer science."Professional Development in Education 46.2 (2020): 354-367.

COVID-19

Teacher Perspectives on COVID-19’s Impact on K-12 Computer Science Instruction. A report by the Kapor Center and the Computer Science Teachers Association.

Student Identity in CS

Ryoo, Jean J., and Kendrake Tsui."What Makes a " Computer Science Person"? Minoritized Students' Sense of Identity in AP CSP Classrooms."
Scott, Kimberly, and Xiaolong Zhang."Designing a culturally responsive computing curriculum for girls."International Journal of Gender, Science and Technology 6.2 (2014): 264-276.

Culturally Responsive Computing

Goode, J., Flapan, J., & Margolis, J. (2018).Computer science for all: A school reform framework for broadening participation in computing. In W.G. Tierney, Z.B. Corwin, & A. Ochsner (Eds.), Diversifying digital learning: Online literacy and educational opportunity. (pp. 45-65).
Ryoo, Jean J., et al."Connecting computer science education to students’ passions: A critical step toward supporting equity in CS education."University of California, Los Angeles, Center X: Computer Science Equity Project (2019).
Ryoo, Jean J."Pedagogy that supports computer science for all." ACM Transactions on Computing Education (TOCE) 19.4 (2019): 1-23.
Scott, Kimberly A., Kimberly M. Sheridan, and Kevin Clark."Culturally responsive computing: A theory revisited." Learning, Media and Technology 40.4 (2015): 412-436.

Culturally Responsive Pedagogy

Gay, Geneva."Culturally responsive teaching principles, practices, and effects."Handbook of urban education 1.1 (2014): 353-372.
Villegas AM, Lucas T.Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education.2002;53(1):20-32.

Implicit Biases

Understanding Implicit Bias What Educators Should Know.Article by American Educator
Don’t Talk about Implicit Bias Without Talking about Structural Racism. Article by Kathleen Osta and Hugh Vasquez, National Equity Project

Contact

Richard Zapien
Academic Coordinator, California Computer Science Project
rbzapien@berkeley.edu