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Problem. With many teachers in the United States just starting to learn how to teach computer science (CS), many do not have others nearby with CS teaching experience to provide support on CS practices and concepts. To address this gap, we piloted a one-year remote coaching program designed to provide that missing individualized support to teachers. Research Question. Our research question for this project was: How does teachers’ ability to apply CS practices and knowledge of CS concepts change after the coaching process? Methodology. Our mixed-methods study leveraged three primary forms of data from teachers who were coached (coachees) and teachers providing coaching (coaches): pre- and post-surveys, coaching logs, and self-reflection checklists. Findings. CS coachees’ reported CS knowledge and skills and their ability to apply CS practices related to Standard 1 were significantly higher after the coaching intervention. Implications. As more teachers continue to learn how to teach CS and hone their skills and practices, engaging these teachers in coaching can be powerful in improving their student’s learning. Professional development providers and regional education agencies (districts and schools) could leverage the processes formed through this intervention (which is based on professional development practices with solid evidence for positive impacts) to provide similar coaching to teachers just learning how to teach CS. 

Problem. Currently, state- and district-level policies in the United States call for teachers to be qualified to teach computing in K-12 classrooms. Recognizing that equity-focused practices are key to reaching all students in computing and leveraging a researcher-practitioner partnership (RPP), we piloted an intervention designed to provide one-on-one coaching to teachers. Research Question. Our research questions for this project were: 1) What impact does CS coaching have on teacher capacity to implement equitable teaching practices? and 2) What, if any, changes to teacher practice are sustained during and after the CS coaching process? Methodology. Our mixed-methods study leveraged three primary forms of data from teachers who were coached (coachees) and teachers providing coaching (coaches). These included pre- and post-surveys, coaching logs, and self-reflection checklists. Findings. Participants reported use of high-impact instructional design and classroom practices increased significantly from pre- to post-intervention. Their abilities to discuss topics of identity and plan activities that use evidence-based, CS-specific teaching strategies saw the most dramatic increase from pre- to post-intervention. Implications. Coaching may be an impactful way to develop teacher’s use of equitable teaching practices.