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Equipping for Praxis: Preparing Teachers for Computer Science Endorsement

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HBGCC - Posters, Table 9

Poster

Blended Content

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Session description

Explore how a rigorous blended-learning course is preparing teachers for computer science endorsement. Discover key findings from the first phase of the NSF project, including participant outcomes, knowledge assessments, and real-world experiences. Ideal for educators and leaders strategizing to develop highly qualified CS teachers in their communities.

Outline

The poster session will have data and preliminary research findings for the participants to view on a large panel. The overall project goal and summary will also be listed, including data on the demographics of the participant and their schools.
There will be data visualizations that are very digestible showing the various PD topics that were covered and assessed by participant.
There will be a few case study stories that we will share from our project so poster session participants can more fully understand and talk about the barriers and successes for becoming endorsed in computer science.
The poster session presenter will share materials for the session participants to take with them that includes information about the Computer Science Praxis test, practice questions, and information about accessing the project website.
Session participants will also be able to tour the website and practice using the Praxly IDE, a pseudocode study aid designed and developed by project team members.

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Supporting research

This project is working on several publications that will be available on the project website in time for the summer 2025 ISTE/ASCD Annual Conference.

The “one size fits all” approach of many PD courses often fails to provide value to heterogeneous groups of teachers or account for the unique needs of communities, schools, and students (Kraft & Blazar, 2017; Wilkinson et al., 2013). Additionally, inflexible PD creates logistical barriers due to static delivery dates, time, and duration.
Kraft, M. A., & Blazar, D. (2017). Individualized coaching to improve teacher practice across grades and subjects: New experimental evidence. Educational Policy, 31(7), 1033–1068. https://doi.org/10.1177/0895904816631099
Wilkinson, J., Forsman, L., & Langat, K. (2013). Multiplicity in the making: Towards a praxis-oriented approach to professional development. Professional Development in Education, 39(4), 488–512. https://doi.org/10.1080/19415257.2013.796295

Teachers need flexible, asynchronous opportunities for learning outside of fixed training sessions, and in-person and synchronous time should be reserved for the most impactful and transformational moments (Hardin & Koppenhaver, 2016; Patrick et al., 2013). This hybrid approach accommodates participation that encourages exploration, personalization, and goal oriented learning through differentiated PD and purpose-built assessment tools (Ma et al., 2018; Sasson & Miedijensky, 2020).
Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped professional development: An innovation in response to teacher insights. Journal of Adolescent & Adult Literacy, 60(1), 45–54. https://doi.org/10.1002/jaal.522
Ma, N., Xin, S., & Du, J.-Y. (2018). A peer coaching-based professional development approach to improving the learning participation and learning design skills of in-service teachers. Journal of Educational Technology & Society, 21(2), 291–304.
Sasson, I., & Miedijensky, S. (2020). Transfer skills in teacher training programs: The question of assessment. Professional Development in Education, 1–38. https://doi.org/10.1080/19415257.2020.1839783

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Presenters

Dr. Perry Shank

Chief Learning Officer

CodeVA

Session specifications

Topic:

Computer Science and Computational Thinking

Grade level:

6-12

Audience:

District Level Leadership, Higher Ed, Teacher Development

Attendee devices:

Devices not needed

Participant accounts, software and other materials:

none

Subject area:

Computer Science, Teacher Education

ISTE Standards:

For Coaches:
Professional Learning Facilitator

Evaluate impact of professional learning and continually make improvements in order to meet schoolwide vision for using technology for high-impact teaching and learning.

For Education Leaders:
Visionary Planner

Include a wide range of perspectives from the community to develop and sustain a vision for using technology to advance student learning and success.

For Educators:
Learner

Set professional learning goals to apply teaching practices made possible by technology, explore promising innovations, and reflect on their effectiveness.