As states and districts adopt policies and programs to broaden participation in computer science, there is a growing need to effectively develop and support more computer science teachers. Instructional coaching is a form of professional development that districts can implement to provide ongoing support to teachers. In Chicago, a recent policy change made computer science a high school graduation requirement. The district adopted the Exploring Computer Science (ECS) curriculum and professional development program as the primary means for fulfilling the requirement. As part of the district’s effort to consistently offer equitable computer science experiences for all students, an emphasis was placed on supporting ECS teachers through coaching. Over the past five years, the district developed, implemented, and refined an instructional coaching model for ECS teachers. The coaching model continues to scale up across the district, with over 50 teachers participating in the 2019-2020 school year. The coaching team also adapted the model in response to the shift to remote learning during the COVID-19 pandemic. In this paper, the authors share details of the ECS coaching model in Chicago, its impact, and lessons learned from the past five years of implementation.
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Two Decades of Education and Public Outreach with Chicago Public Schools
Over the past two decades, I have been actively involved in teaching astronomy and astrophysics to Chicago Public School (CPS) students and their teachers, in collaboration with various groups as well as by myself. Valuable resources that we have created for schools include the Multiwavelength Astronomy Website, with modules for infrared, optical, ultraviolet, X-ray and gamma-ray astronomy. The content of each lesson is derived from interviews with scientists, archived oral histories, and/or memoirs. Lessons are evaluated by a science educator and at least one subject matter expert before being produced for the web. They are supplemented by NASA media, archival material from the University of Chicago Library and other archives, and participant contributed photographs, light curves, and spectra. Summer programs provided training to CPS teachers to use the resources in their classrooms. Currently, I lead the Chicago Area Research Mentoring (CHARM) initiative. In the past academic year I worked with a class of 17 diverse 11th grade honors students at the University of Chicago Charter School, Woodlawn. Through frequent lectures (∼ every 4 weeks), these students were exposed to astrophysical topics and concepts not normally covered in a school curriculum. CHARM aims to develop the student's critical thinking, introduce them to astrophysical research methods and techniques, and prepare them for a career in science, technology, engineering and mathematics (STEM), particularly a research-oriented one. In this article, I highlight some projects, educational resources, results achieved, and lessons learned along the way.
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- Award ID(s):
- 1911061
- PAR ID:
- 10288287
- Date Published:
- Journal Name:
- 37th International Cosmic Ray Conference (ICRC2021)
- Volume:
- 395
- Page Range / eLocation ID:
- 1367
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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