Preparing School Leaders to Advance Equity in Computer Science Education

Abstract

<p><strong>Background and Context:</strong> Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.</p> <p><strong>Objective:</strong> This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts?</p> <p><strong>Method:</strong> Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders.</p> <p><strong>Findings:</strong> Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide.</p> <p><strong>Implications:</strong> Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.</p>

CATCHing CS Equity: Counselors, Administrators, and Teachers Collaborating Holistically

“…Third, using curriculum-agnostic, pre-existing materials allowed the workshops to move faster and more economically than building our own materials would have. Our findings echo previous research showing that administrators find value in equity-focused, example-based, discussion-oriented workshops that incorporate networking opportunities [7].…”

Innovations in STEM education for students with disabilities: A critical examination

“…Establishing dedicated accessibility services and support staff ensures students with disabilities can access the necessary resources and assistance. This includes providing academic accommodations, facilitating accessible course materials, and offering personalized support (Flapan, Ryoo, Hadad, & Knudson, 2021).…”

Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead

“…Students that experience marginalization due to their race or ethnicity are more likely to be enrolled in a school that does not offer a computer science course (Flapan, Ryoo, Hadad, & Knudson, 2021). Villavicencio et al (2018) suggested that schools serving students of color and those experiencing poverty may be prioritizing more pressing challenges such as absenteeism, limited resources, and low achievement in math and reading.…”