Participate and share: Poster 
Thousands of elementary classroom teachers have attended introductory professional learning workshops from Code.org and other providers, yet the rate of curriculum implementation following these workshops is low. The open-access Project {FUTURE} coaching resources are designed to be that next step to support classroom teachers towards implementation by recognizing and supporting the challenges they face in CS integration. These may include fear of CS, shifts in pedagogical practices, and limited flexibility in instructional time.
Attendees of this session will be prepared to make use of these resources in their own context because they will
KNOW:
*How to access and use the Project {FUTURE} coaching resources, which are freely available for use on our website
*How to adapt the Project {FUTURE} coaching resources, to apply to other pre-existing CS curricula, based on our experience mobilizing Code.org CS Fundamentals curriculum
* How to implement the Project {FUTURE} coaching resources in a variety of formats from virtual PLCs, to grade-level meetings, or 1:1 coaching sessions, based on our experience implementing the coaching program in 8 school districts across 2 states
UNDERSTAND:
* The principles of coaching and adult learning that formed the foundation for the coaching resources
* The framework of our coaching menu and how it supports a learning progression while allowing for choice and reflection by teachers and professional learning communities
* A helpful mindset for promoting elementary CS, the “tempered radical” is a creative and opportunistic advocate for CS, able to subtly navigate a complex ecosystem of competing demands while advancing quality technology-rich experiences for all students
DO:
* Make a plan for how their own school or professional learning context would benefit from these resources
I. Welcome and review of session goals (5 min)
Project {FUTURE}’s goal is to support teacher-led computer science integration in the elementary grades
The goal of the session is to disseminate the coaching program developed by Project {FUTURE} for use in supporting elementary classroom teachers to take their own next steps towards CS instruction and integration
II. Overview of Coaching Resources (Coaching Menu) (10 min)
A. Visual presentation of coaching menu and overall philosophy, the tempered radical mindset
B. Guided Exploration of the session-by-session coaching materials
III. Our Experience with Coaching (10 min)
Implementation using different engagement models, and their affordances and constraints - virtual PLCs, grade-level meetings, 1:1 Coaching
Results of Coaching Experience for teachers
Quantitative - impact on implementation of lessons
Qualitative - teacher experience, teacher attitudes & beliefs, community
IV. Closure & Continued Connections (5 min)
A. Making a coaching plan - for you, for your school, or for your district
B. Contact information and questions
Carlone, H.B., Haun-Frank, J., & Kimmel, S.C. (2010). Tempered radicals: elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling. Cultural Studies of Science Education, 2010(5), 941-965.
Code.org, CSTA, & ECEP Alliance. (2021). 2021 State of computer science education: Accelerating action through advocacy. https://advocacy.code.org/ stateofcs
Galey, S. (2016). The Evolving Role of Instructional Coaches in U.S. Policy Contexts. William and Mary Educational Review.
McBride, A. (2022). The Edtech Coaching Primer: Supporting Teachers in the Digital Age Classroom. International Society for Technology in Education.
Sheu, H.-B., Lent, R. W., Miller, M. J., Penn, L. T., Cusick, M. E., & Truong, N. N. (2018). Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis. Journal of Vocational Behavior, 109, 118–136. https://doi.org/10.1016/j.jvb.2018.10.003
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