The Jumpstarting Philadelphia CS for All Researcher Practitioner Partnership (RPP) aims to bring equitable, inclusive, and high-quality computer science instruction aligned with educational standards to all Philadelphia students. Launched in 2020, this project brings together researchers, School District of Philadelphia (SDP) teachers and administrators, teacher associations, and community and informal education organizations. We explore equity issues in concert with creating pathways to CS certification, including: •What barriers to offering CS exist in the classroom, building, learning network, district? • What are the challenges within SDP for recruiting a diverse group of CS educators? • What kind of teacher training and support results in the ''easiest/fastest'' adoption, most equitable outcomes, and/or improves academic outcomes for Philadelphia schools?

Technology has the potential to improve the quality and scalability of education. Guided Inquiry Learning with Technology (GILT) studies how web-based collaborative tools can support Process Oriented Guided Inquiry Learning (POGIL) and other forms of social constructivism. This paper describes data visualization features to help instructors monitor the progress of student teams and facilitate learning, through the use of summary tables, timelines, Sankey diagrams, and word trees.

This paper reports on an investigative, qualitative case study of the teaching practices of two public high school Computer Science teachers as they teach courses that are fully or partially aligned with the CS Principles framework. One teaches at an urban, high minority STEM school, the other at a middle class suburban school. Ethnographic methods were used to collect data via classroom observations and teacher interviews. Within-case and across-case analyses are presented which characterize the teachers' practices regarding pedagogy, curricula, creative activities, problem-solving activities, and management of social interactions. The findings provide detailed insights regarding the challenges these teachers face and the strategies they use, which may be useful to teachers in a variety of settings at both the high school and college/university levels.

Employer surveys and other sources indicate that CS students need process skills such as communication, teamwork, critical thinking, and problem solving. Further, the AP CS Principles practices include communicating and collaborating. POGIL (Process Oriented Guided Inquiry Learning) can be used to teach these process skills in high school or college courses. Instead of sitting in lecture or working together with minimal guidance, student teams work through POGIL activities to discover concepts on their own, while the instructor circulates and facilitates learning of key concepts and the development of process skills. Structured roles help students learn to communicate and work in teams more effectively. In this special session, attendees will experience a POGIL activity, learn how process skills are developed and reinforced by POGIL (through a POGIL meta-activity), and see the range of activities available at http://cspogil.org. We will share POGIL activities and discuss how POGIL can transform CS classes at all levels, from high school to graduate-level classes, from small schools to large universities.

Process-Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to the larger group.

Our community has been seeing explosive interest and growth in K-12 computer science education. With this, a common question from states and school districts arises: What should students learn in a K-12 computer science pathway? We in the community are routinely asked to provide input on what is critical for students to learn at various grade levels.

No abstract available.

In December 2011, CSTA published their new student learning standards for K-12 Computer Science. The current climate in K-12 schools is one of high stakes accountability with a strong focus on instructional standards. As a result, teachers, computer science education researchers, and K-12 outreach providers are increasingly being pressed to tie their content to national standards. The CSTA K-12 Computer Science Standards provide de facto national standards for all of these purposes. In addition, they help promote K-12 computer science as an essential academic discipline and allow educators and researchers alike to share a common understanding of what students should be learning throughout their K-12 experience.

As part of its commitment to developing a strong community of computer science educators, the Computer Science Teachers Association (CSTA) supports the development of regional CSTA chapters. A CSTA chapter is a local branch of CSTA designed to facilitate discussion of local issues, provision of member services at the local level, and to promote CSTA membership on the national level[1]. This BOF will provide a platform for the discussion of CSTA chapter formation and for the sharing of new resources to help chapters create dynamic and meaningful chapter activities.