Teachers play an important role in shaping student outcomes in computing education, yet less attention has been paid to understanding how educators' underlying beliefs and values shape their instructional practices, particularly among underrepresented teachers who bring unique assets to computing education. This study situates the concept of pedagogical ethos in the context of computing education to understand the beliefs of educators and the ways they act on those beliefs through their teaching practices. In our case study of three educators in a professional development (PD) program, we analyze interview data to understand their beliefs about their pedagogical values and attitudes which we operationalize as observable practices. Findings reveal that participants' pedagogical ethos comprises three core dimensions: a) educators support increasing student access to computing education; b) the centering of students' experiences within educators' pedagogical practice; and c) how educators advocate on behalf of students and communities. We propose that these ethos can be used for designing culturally sustaining PD that recognizes the value of educators' beliefs and translating them into practices.

There is growing consensus that focused attention on increasing the computer science (CS) certification of Black and Brown teachers is needed. More certified CS Black and Brown teachers can propel equity-based CS principles, support diverse CS classrooms, and diffuse culturally relevant teaching practices. The Computing Educator Diversity Initiative (CEDI) is a tailored in-person and online professional development program that supports the growth and development of CS knowledge and inclusive pedagogy for educators. CEDI specifically recruits teachers who reflect the racial and ethnic identities of the student populations in their schools. Through a Research-Practice Partnership (RPP) that facilitated use of improvement science tools, culturally relevant professional development, and collaboration, CEDI assisted aspiring CS teachers to become certified. Findings from two cohorts of CS teachers revealed that engaging within a cohesive community of practice led to the cultivation of CS expertise, pedagogical proficiencies, and equitable teaching methodologies.

The Computing Educator Diversity Initiative (CEDI) is focused around an innovative and interactive online learning process that focuses on teacher professional development. CEDI focuses on virtual versions of in-person workshops that highlight the importance of supporting educators of color as they prepare and eventually become certified to teach computer science. The poster will highlight how CEDI educators work within a community of practice to deepen their CS content knowledge, pedagogical skills, and equitable strategies to obtain their CS certification and become highly effective CS teachers. We will also present approaches and associated principles for preparing and supporting teachers of color through professional development, direct resources to teachers, and strategies for taking CS certification tests.

A working understanding of fractions is critical to student success in high school and college math. Therefore, an understanding of the learning pathways that lead students to this working understanding is important for educators to provide optimal learning environments for their students. We propose the use of microgenetic analysis techniques including data mining and visualizations to inform our understanding of the process by which students learn fractions in an online game environment. These techniques help identify important variables and classification algorithms to group students by their learning trajectories.

Student and teacher versions of the Constructivist Learning Environment Survey (CLES) are used to measure whether a class environment is consistent with constructivist practices. While studying STEM classrooms, we found differences between how teachers and students score the CLES. Since different perceptions of class norms may impede student learning, we propose to investigate possible causes for the differences.