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1. Learning with Leadership: Perspectives from a Statewide Research-Practice Partnership Focused on Equity-Oriented Computing Professional Development for K-12 Administrators

   Ryoo, J.J.; Flapan, J.; Hadad, R.; Margolis, J.; Amalong, J.; Aranguren, L.; Campos, E.; Knudson, J.; Lee, M.; Zuchowicz, M. (January 2021, Proceedings of the Annual SIGCSE Conference on Innovation and Technology in Computer Science Education)

   null (Ed.)

   While the Computer Science for All (CS for All) movement has led to valuable advancements in equity-oriented curricula and teacher professional development, critical questions remain about how to build the capacity of school and district leadership to implement equitable CS education. How can administrators be supported in decision-making practices so that their school policies facilitaterather than hinder CS for All efforts? Our statewide research-practice partnership (RPP)—representing fourteen different urban, rural, and suburban local education agencies (LEAs) across the state—sought to tackle this question by collaboratively developing, implementing, and iteratively improving upon a guide and workshop for administrators seeking to bring CS into their schools, as well as a multi-stakeholder PD for teachers, counselors, and principals. Both researcher and administrator panelists will share how we built an RPP, lessons learned in creating administrator resources, and details about effective multi-stakeholder PD. In line with SIGCSE’s 2021 call, this panel will inform audience members about how RPPs and a focus on leadership can expand computing education opportunities for more students in K-12 public schools. 

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2. Supporting Computing Access, Leadership, and Equity: 5 Elements of a Healthy Research-Practice Partnership

   Flapan, J; Ryoo, JJ; Hadad, R; Mendoza, S (November 2023, ICERI)

   This paper describes a four-year research practice partnership (RPP) dedicated to building capacity to scale and sustain equitable computer science education across the state of California, USA. The acronym of the RPP–SCALE: Supporting Computing Access and Leadership Equity in California–is also the same acronym that describes the five elements of our healthy research practice partnership: Shared Leadership, Collaboration, Application to Practice, Learning is Ongoing, and Equity-Focused. In response to the lack of supports for school leaders to implement equity-centered computer science education, this partnership brings together 17 local education agencies (including public school districts and county offices of education) and educational researchers to understand how to increase leadership capacity that supports meaningful computing learning opportunities for individuals most underrepresented in the field (e.g., Black, Brown, Indigenous, low-income, and female students). Through mixed methods research methodologies, this paper surfaces details about best practices for creating and sustaining RPPs, as well as the positive impacts of the SCALE RPP’s activities on partners (e.g., the “CS Equity Guide” and associated professional development workshop for school leaders, Summer of CS initiative, etc.) that were created in response to the partnership’s shared goals and interests. 

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3. Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives

   https://doi.org/10.1109/RESPECT46404.2019.8985901  

   Santo, Rafi; DeLyser, Leigh Ann; Ahn, June; Pellicone, Anthony; Aguiar, Julia; Wortel-London, Stephanie (February 2019, 2019 Research on Equity and Sustained Participation in Engineering, Computing and Technology (RESPECT))

   null (Ed.)

   Equity is arguably an agreed upon value within the Computer Science education (CSed) community, and perhaps even more so within efforts to universalize access to CSed within K12 settings through emerging `CS for All' initiatives. However, stakeholders often mean different things when referring to equity, with important implications for what CS teaching and learning looks like in schools. In this paper, we explore the question of how K12 school district actors' conceptualizations of equity manifest within their planning and implementation of district-wide CSed initiatives. Based on a research-practice partnership aimed at supporting and researching district-wide CSed initiatives, data presented - interviews with district faculty, district planning documents, meeting transcripts and field observations - were drawn from five participating school districts as they made decisions and enacted activities over 11 months in areas including vision-setting, curriculum, professional development, leadership efforts and use of formative data about implementation. Analyzing these data through equity frameworks found in CSed literature, we highlight three distinct but interconnected ways that district actors conceptualized equity within their CSed initiatives: (1) equity in who Computer Science is for, (2) equity in how Computer Science is taught, and (3) equity in what Computer Science is taught. Data show that these varied conceptualizations resulted in different kinds of decisions about CSed in districts. We discuss the implications of these findings in terms of their relevance to equity-oriented CS education researchers, and what lessons they hold for policy-makers and education leaders engaged in their own efforts to support equitable computer science education. 

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4. Continuous Improvement to Operationalize Equity in a Research-Practice- Partnership with Computer Science Education Leaders

   Hadad, R.; Ryoo, J.J.; Flapan, J.; Knudson, J.; Nazario, P. (January 2023, AERA)

   This study explores how a research-practice partnership’s (RPP) continuous improvement methods influenced equity leadership practices in computer science education for school administrators. District leaders and researchers analyzed and documented their continuous improvement process to define “equity and the iterative process of developing this shared definition. Findings reveal this process operationalized equity on two levels: 1) An external examination of equity in education and how racism and biases exacerbate access to computer science education, and 2) An internal gaze on the lack of diversity among our RPP. Key to each of these findings is the collective focus on an ever-changing definition of equity that encouraged our RPP to see our agency as school leaders in disrupting inequality and enacting change. 

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5. Advancing Opportunities for CS Teachers: How To Best Support Professional Development for Experienced Teachers in K-12 CS Education

   https://doi.org/10.1145/3478432.3499218  

   Kafai, Yasmin; Goode, Joanna; Twarek, Bryan; Fields, Deborah; Yadav, Aman; Logan, Linnea (January 2022, roceedings of the 53rd ACM Technical Symposium on Computer Science Education (SIGCSE 2022).)

   In K-12 education, nearly all e"orts focused on expanding computer science education center on the induction of new computer science teachers, with very little attention given to support the ongoing needs of experienced computer science teachers. More seasoned teachers bene!t from deepening their content knowledge, peda gogical practices, and knowledge and capacity to provide equitable and inclusive learning experiences that results in students feeling a sense of belonging in computer science. This panel will discuss (a) the needs of experienced CS teachers from a variety of perspectives, including teacher education researchers, professional development leaders, and high school practitioners and teacher facilitator, and (b) collectively outline a research and practice agenda that focuses on supporting, retaining, and further developing experienced teachers through expanded professional development, leadership opportuni ties, and community for CS teachers. 

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