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  1. null (Ed.)
    CS teachers must develop numerous skills and attributes that go beyond those of other K-12 teachers, given the unique nature of the CS education landscape. In fact, CS teachers are often called upon to serve as teacher leaders very early in their CS careers in order to build a CS program in their schools or districts and ensure equitable access to CS courses. So how can we best support CS teachers in growing that leadership knowledge and skills? The American Institutes for Research (AIR) and its CS for All Teachers community of practice recently developed a “stack” of asynchronous and interactive professional learning modules – or micro-credentials – on teacher leadership in CS. There are five micro-credentials included in the stack, which focus on the following topics: 1) Equity in CS, 2) Collaboration in CS, 3) Building a CS Program, 4) Advocacy for CS, and 5) CS Policy. Presenters will discuss the promise of teacher leadership to transform CS education. They will share how the micro-credentials were created and what the literature says about using this approach for professional learning. 
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  2. null (Ed.)

    Prekindergarten to 12th-grade teachers of computer science (CS) face many challenges, including isolation, limited CS professional development resources, and low levels of CS teaching self-efficacy that could be mitigated through communities of practice (CoPs). This study used survey data from 420 PK–12 CS teacher members of a virtual CoP, CS for All Teachers, to examine the needs of these teachers and how CS teaching self-efficacy, community engagement, and sharing behaviors vary by teachers’ instructional experiences and school levels taught. Results show that CS teachers primarily join the CoP to gain high-quality pedagogical, assessment, and instructional resources. The study also found that teachers with more CS teaching experience have higher levels of self-efficacy and are more likely to share resources than teachers with less CS teaching experience. Moreover, teachers who instruct students at higher grade levels (middle and high school) have higher levels of CS teaching self-efficacy than do teachers who instruct lower grade levels (elementary school). These results suggest that CoPs can help CS teachers expand their professional networks, gain more professional development resources, and increase CS teaching self-efficacy by creating personalized experiences that consider teaching experience and grade levels taught when guiding teachers to relevant content. This study lays the foundation for future explorations of how CS education–focused CoPs could support the expansion of CS education in PK–12 schools.

     
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