2019 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)
A key strategy for broadening CS participation
in the Chicago Public Schools (CPS) has been the enactment
of a high school CS graduation requirement. The Exploring
Computer Science (ECS) curriculum and professional development
(PD) program serve as a core foundation for supporting
enactment of this policy. The CAFE´CS researcher-practitioner
partnership provides support for ECS implementation in CPS.
An important part of the sustainability of the ECS PD model in
CPS is the development of local workshop facilitators. Potential
facilitators have generally been selected based on the CAFE´CS
team’s personal familiarity with active ECS teachers. Once
selected, teachers engage in a two-year apprenticeship program
to become facilitators. However, in the three years since the
enactment of the policy, the number of ECS teachers and
students has grown significantly. This rapid expansion of the CS
teaching force has strained the ability to confidently identify new
facilitators from a large pool of teachers and ensure consistency
of workshop implementation. As a result, CAFE´CS is exploring
how to supplement the ECS Facilitator Development Model
through a proactive recruitment model and explicit support for
the mentoring process.
Steven McGee, John Wachen, Lucia Dettori, Don Yanek, Faythe Brannon, Andrew M. Rasmussen, Dale F. Reed, and Ronald I. Greenberg. Standardizing facilitator development for exploring computer science professional development. In Proceedings of 2019 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), February 2019.
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