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  1. This poster shares our experience of engaging middle school teachers in a collaborative design of a computer science and digital literacy (CSDL) curriculum through a researcher and practitioner partnership (RPP) among two public universities and three urban school districts in the Northeast USA. The project used the co-design approach to facilitate curriculum development and foster professional learning. In this poster, we introduce the co-design process, the developed curriculum, and teachers' professional learning experiences. Preliminary results indicate that the co-design approach supplemented with one-one-on coaching has not only facilitated the curriculum development but also fostered professional learning and collective capacity building for CS education. 
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  2. Background & Context: Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by establishing PLCs for CS teachers. Objective: This study aims to conduct a systematic literature review of recent research on K-12 CS teacher PD, with an explicit exploration of PLCs. Method: Based on 48 selected articles of 41 programs, this study explored features that contributed to the effectiveness of PD, including (1) PD goals, (2) theoretical frameworks and PD models, (3) curriculum and pedagogy, (4) programming tools, (5) program structure and approach, and (6) PD evaluation. We also examined whether and how these programs were dedicated to establishing PLCs. Findings: Findings indicate a considerable increase in the number of studies on CS teacher PD. More programs saw the promising roles of PLCs and explored a variety of approaches for community building and promoting teacher learning. Implications: PLCs have immense potential for teacher development, including breaking teacher isolation and fostering collaboration. More research can enlighten the efforts for CS teacher preparation and development. 
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  3. Background: Researcher-practitioner partnerships (RPPs) have gained increasing prominence within education, since they are crucial for identifying partners’ problems of practice and seeking solutions for improving district (or school) problems. The CS Pathways RPP project brought together researchers and practitioners, including middle school teachers and administrators from three urban school districts, to build teachers’ capacity to implement an inclusive computer science and digital literacy (CSDL) curriculum for all students in their middle schools. Objective: This study explored the teachers’ self-efficacy development in teaching a middle school CSDL curriculum under the project’s RPP framework. The ultimate goal was to gain insights into how the project’s RPP framework and its professional development (PD) program supported teachers’ self-efficacy development, in particular its challenges and success of the partnership. Method: Teacher participants attended the first-year PD program and were surveyed and/or interviewed about their self-efficacy in teaching CSDL curriculum, spanning topics ranging from digital literacy skills to app creation ability and curriculum implementation. Both survey and interview data were collected and analyzed using mixed methods 1) to examine the reach of the RPP PD program in terms of teachers’ self-efficacy; 2) to produce insightful understandings of the PD program impact on the project’s goal of building teachers’ self-efficacy. Results and Discussion: We reported the teachers’ self-efficacy profiles based on the survey data. A post-survey indicated that a majority of the teachers have high self-efficacy in teaching the CSDL curriculum addressed by the RPP PD program. Our analysis identified five critical benefits the project’s RPP PD program provided, namely collaborative efforts on resource and infrastructure building, content and pedagogical knowledge growth, collaboration and communication, and building teacher identity. All five features have shown direct impacts on teachers' self-efficacy. The study also reported teachers’ perceptions on the challenges they faced and potential areas for improvements. These findings indicate some important features of an effective PD program, informing the primary design of an RPP CS PD program. 
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  4. CSforALL & SageFox Consulting Group (Ed.)
    Research-practitioner partnership (RPP) projects using approaches such as design-based implementation research (DBIR), seek to build organizational infrastructure to develop, implement, and sustain educational innovation [19]. Infrastructure consists of the practices and objects that support educational practice. Infrastructure constitutes human and material resources and structures that support joint work [18,29]. Although RPP literature has identified co-design as an infrastructure-building approach, to the best of our knowledge, specific techniques for managing co-design and other infrastructure building practices are still lacking [9,18,23]. Without such tools, RPP partners' varied backgrounds, workplace norms, and priorities can produce behaviors that may be normal in the context of a single organization but can impede communication, resource access, and innovation implementation in a collaborative context. The NSF-funded Computer Science Pathways RPP (CS Pathways) project's DBIR approach uses co-design of a culturally responsive middle school CS curriculum to develop infrastructure for providing high-quality CS education across three urban school districts. The curriculum focuses on developing mobile apps for social good and will be taught by teachers with varied CS experience in varied classroom contexts (e.g., civics, science). The purpose of this workshop paper is to demonstrate a technique, namely Manager Tools One-on-one meetings [15], adapted by CS Pathways partners to manage the co-design process. O3s have six features: they are frequent; scheduled; 15 to 30 minutes in duration; held with all participants working on a specified project; semi-structured; and documented by the manager or researcher. This workshop paper describes how to use O3s to engage teachers and researchers in developing collaborative infrastructure to promote shared exploration of feedback and build and sustain partnerships. 
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  5. null (Ed.)
    This paper presents an experience report from an NSF-funded researcher-practitioner partnership (RPP) project. Based on a collaboration among two public research universities and three urban school districts in the Northeast USA, the goal of the project is to establish an institutionalized middle school computer science curriculum in the districts. The CS curriculum incorporates digital literacy skills as an integral aspect of learning computer science, and is based on students developing mobile apps that provide social and community good. Here, we share our professional learning process during the project's first year, which had been developed iteratively and dynamically adjusted to a remote format in response to exigencies of Spring 2020. The paper includes analysis of three data sets from teacher-participants: (1) their questions about the nature of the project, which we categorized into three levels: project, district and teacher levels. These questions bridge the visions and knowledge among different groups of the project partners; (2) analysis of semi-structured interview conversations with more than half of the teacher-participants; and (3) teacher survey responses. Our findings include two recommendations: that RPP projects elicit teacher questions to illuminate the three levels identified, and use strategies that engage teachers in designing a professional learning process for teaching computer science. 
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  6. null (Ed.)
    This pilot study explores the impact of the CS Pathways professional development (PD) program on the teachers' self-efficacy in teaching a middle school computer science and digital literacy (CSDL) curriculum. The main goal of the study is to investigate the attributes that describe the teachers' self-efficacy after their first-year participation in the PD. A total of 19 middle school teachers from two states, NY and MA, attended the CS Pathway PD program and completed the end-of-year survey pertaining to self-efficacy in CSDL; more than half accepted the interview to help further understand their perceptions (n=10). Principal Component Analysis (PCA) is applied to study the attributes of the teachers' self-efficacy. The preliminary results capture teachers' self-efficacy patterns, which inform the PD and indicate its effectiveness and challenges. 
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