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The Quantum for All project is designed to expand Quantum Information Science education in precollege education. The professional development model includes an opportunity for teachers to learn QIS and then teach a summer camp. In this presentation, we will examine growth in student knowledge and confidence in the QIS, as well as attitudes the students have around the topics and careers in QIS. We will also correlate these findings with teacher content knowledge and confidence for the various topics, since some topics were initially unfamiliar to the teachers. 

The Quantum for All project has developed instructional materials and a professional development program to expand Quantum Information Science education in precollege education. In this paper, we discuss the background for Quantum Science education in the United States. We then discuss the design of the professional development plan and the development of the materials by the Leadership Team, and the workshops for teachers to learn and utilize this content. We will examine growth in teacher knowledge and confidence and examine the variation of these things across content domains as represented by the instructional modules. 

The adoption of innovations in science education into classroom instruction always presents a challenge, particularly if the innovation involves content that is unfamiliar to the teacher. Teachers need adequate instructional materials and supplies as well as professional development on their use in the classroom. Quantum information science (QIS) is a rapidly developing field that has significant implications across many areas, not just science. The US National Science Foundation funded a project to meet the challenge of providing teachers the resources and support they need to take QIS into high school classrooms. We will discuss the professional development model developed by our project and report on the effect on classroom implementation by teachers who have participated in the program. The major innovation in our model for professional development is that the teacher professional development is tied to summer camp experience for students during which the teachers can test their delivery of the material with students in the summer camp. We will report on the growth of teacher and student knowledge around QIS topics based of data collected during the teacher workshop and the subsequent summer camp. We will also present evidence that the summer camp was an important factor for the teachers when considering if and how to use the QIS materials in their regular classrooms 

This paper reflects upon the challenges of teacher pro- fessional development, designed primarily for high school physics teachers, where both content and format were unfa- miliar. The content focus was quantum information science (QIS), and the original face-to-face (F2F) environment shifted to an online virtual with only a few months of plan- ning. As a result of C-19, many states are now implementing changes to K–12 education such as virtual options for cours- es or some type of hybrid learning environment.4 Therefore, identifying and addressing the challenges faced in providing virtual professional development may be of use to other ed- ucators who need to incorporate similar elements in virtual environments.