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This toolkit offers a structured, year-long framework to support peer mentoring partnerships in computer science education. It provides (1) a program calendar outlining monthly activities, scheduled mentor–mentee meetings, and three mentorship cycles aligned with key CS teacher standards; (2) guided self-reflection tools to help teachers identify professional strengths and areas for growth; (3) a partnership agreement to establish norms for communication and collaboration; (4) goal-setting templates with illustrative examples to scaffold targeted professional learning; and (5) mentoring logs to document bimonthly meetings and track progress across three 2.5-month cycles. 

This guide presents the "MENTORS in CS" program, a comprehensive model for providing sustained support to K-12 computer science (CS) teachers, particularly those new to the field. It details the program's foundational structures, including mentor-mentee partnerships, a community of practice, and continuous research and refinement through design-based implementation research (DBIR). The guide offers actionable insights and reproducible resources, such as program timelines, recruitment materials, and a mentor toolkit, to facilitate the replication and scaling of similar equity-driven mentoring initiatives. Key learnings regarding participant outcomes, mentor training, and adapting the program for diverse educational contexts are shared to aid widespread dissemination and impact. 

As the number of CS teachers increases to meet the burgeoning course offerings in the U.S., teachers new to the discipline need additional supports beyond one-time workshops focused on particular curricula. To address this need, we developed a year-long, equity-focused peer mentoring program. Mentors are teachers with 5+ years of CS teaching experience, and mentees are teachers who are new to teaching CS. They are strategically matched in 1:1 partnerships based on context and goals. Across one academic year, they meet twice monthly to identify and work towards three goals related to the CSTA Standards for CS Teachers. Through individualized support through 1:1 mentorship, teachers will demonstrate increased confidence, pedagogical content knowledge, and use of equitable and inclusive teaching practices. In this presentation, we share resources and guide other CSTA Chapter Leaders in planning how they can create their own peer mentoring programs. 

There are relatively few ongoing supports for novice computer science (CS) teachers, particularly focused on increasing teachers’ use of equitable and inclusive teaching practices. To address this need, we implemented a year-long, equity-focused peer mentoring program with 38 CS teachers across Wisconsin. Through design-based implementation research, we refined structures, streamlined activities, strengthened the focus on developing trust in mentoring partnerships, and created opportunities to build community among mentees. Pilot data suggests both mentees and mentors benefitted from the program, increasing their confidence in teaching and mentoring. In this experience report, we share lessons learned during our first two years of implementation. 

As the number of secondary CS teachers increases to meet the burgeoning course offerings in the U.S., teachers new to the discipline need additional supports beyond one-time workshops focused on particular curricula. To address this need, we implemented a year-long, equity-focused peer mentoring program with twenty-six teachers across one state. Participants met twice monthly to identify and work towards three goals related to the CSTA Standards for CS Teachers. Pilot data suggest that mentees increased in their teaching confidence but needed additional support to apply their learnings in their classrooms. We also identified several ways that our application process hampered our broadening participation goals by making it difficult for teachers working with rural, minoritized or low-income students to participate. In this poster, we will share lessons learned from our pilot and emerging findings from our second year of implementation. 

There is a burgeoning population of new CS teachers who are looking for additional support in their first few years of teaching, particularly around equitable and inclusive pedagogy. At the same time, there are a sizable number of teachers with multiple years of CS teaching experience who are looking for growth opportunities without taking on new courses. To address these needs, we are designing an innovative, equity-focused peer mentorship program for high school CS teachers. Mentors and mentees work together to support the mentee in identifying and achieving goals aligned to three of the CSTA Standards for CS Teachers: equity and inclusion, instructional design, and classroom practice. Mentors are provided with training and participate in a monthly community of practice focused on effective mentoring. The poster will share findings from our first year of implementation as well as examples of the materials we developed to support mentors and mentees.