Chapter 3 Professional Development Computer Science Teacher Professional

Chapter 3 Professional Development Computer Science

Teacher Professional Development

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High School Computer Science Teachers Participating in Computer Science. Focused Professional Development Percent of Teachers 100 80 72 60 40 20 0 7 In the last 3 years More than 4 years ago 11 Never

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High School Computer Science Teachers’ Time Spent on Computer Science-Focused PD in Last 3 Years Percent of Teachers 60 54 40 20 18 17 3 8 0 None <6 hours 6– 15 hours 16– 35 hours 36+ hours

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High School Computer Science Teachers Participating in Various PD Activities in the Last 3 Years Attended a professional development program/workshop Participated in a professional learning community 88 62 59 Completed an online course/webinar Attended a national, state, or regional computer science teacher association meeting Received assistance from a formally designated coach/mentor 35 29 20 Took a formal course for college credit 0 20 40 60 80 Percent of Teachers 100

Original Data for Slides 10 (not for presentation)

High School Computer Science Teachers Whose PD in the Last 3 Years Had Various Characteristics to a Substantial Extent Had opportunities to engage in activities to learn computer science content Had opportunities to experience lessons from the materials used in their classroom Worked with teachers of same grade/subject whether or not from same school Had opportunities to examine classroom artifacts Had opportunities to apply what they learned in classroom, then come back to discuss in PD Had opportunities to rehearse instructional practices 76 62 51 46 39 31 26 Worked with teachers from same school 0 20 40 60 80 Percent of Teachers 100

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High School Computer Science Teachers Reporting PD in the Last 3 Years With Heavy Emphasis on Various Areas Deepening their own computer science content knowledge, including programming 70 Learning how to use programming activities that require a computer 64 Deepening their understanding of how computer science is done 63 Implementing the computer science textbook/online course to be used in classroom 50 Learning about difficulties that students may have with particular computer science ideas and/or practices 48 0 20 40 60 80 Percent of Teachers 100

High School Computer Science Teachers Reporting PD in the Last 3 Years With Heavy Emphasis on Various Areas Monitoring student understanding during computer science instruction 40 Learning how to provide computer science instruction that integrates engineering, mathematics, and/or science 36 Differentiating computer science instruction to meet the needs of diverse learners 29 Incorporating students’ cultural backgrounds into computer science instruction 25 0 20 40 60 80 Percent of Teachers 100

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High School Computer Science Teacher Professional Development Composites Teacher Mean Score 100 80 60 56 58 Extent Professional Development Aligns with Elements of Effective Professional Development Extent Professional Development Supports Student-Centered Instruction 40 20 0

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Class Mean Score 100 Extent High School Computer Science Professional Development Aligns With Elements of Effective Professional Development Composite 80 60 51 59 56 64 40 20 0 Lowest Quartile Second Quartile Third Quartile Highest Quartile Percent Historically Underrepresented Students in Class

Professional Development Offerings at the School Level

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Computer Science PD Workshops Offered Locally in the Last 3 Years 100 Percent of Schools 80 60 40 35 28 19 20 0 Elementary Middle High

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Computer Science Teacher Study Groups Offered at Schools in the Last 3 Years 100 Percent of Schools 80 60 43 40 41 33 20 0 Elementary Middle High

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Schools Providing One-on-One Computer Science Coaching 100 Percent of Schools 80 60 40 28 27 Elementary Middle 20 0 21 High

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Schools Not Offering Any Type of Computer Science PD in the Last 3 Years 100 Percent of Schools 80 60 40 52 40 43 20 0 Elementary Middle High

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Percent of Schools 100 Locally Offered Computer Science Professional Development Available to Teachers, by Percentage of Students in School Eligible for FRL 80 60 40 49 50 33 33 29 36 38 35 22 20 0 Workshops Lowest Quartile 34 Study Groups Second Quartile Third Quartile 29 18 One-on-One Coaching Highest Quartile

Locally Offered Computer Science Professional Development Available to Teachers, by School Size Percent of Schools 100 80 60 40 42 48 35 33 33 19 20 0 44 46 Workshops Largest Schools Study Groups Third Group Second Group 28 25 29 22 One-on-One Coaching Smallest Schools

Locally Offered Computer Science Professional Development Available to Teachers, by Community Type Percent of Schools 100 80 60 40 33 39 35 43 48 24 22 20 0 Workshops Study Groups Rural Suburban Urban 29 25 One-on-One Coaching