Students are using generative artificial intelligence (genAI), organizations are embracing AI and machine learning, tools are emerging almost daily, and addressing these evolving technologies can be overwhelming. Rather than choosing to ignore genAI, instructors of computer science (CS) can find ways to teach with and guide students in the use of genAI in their courses. Teaching about genAI can be incorporated with instruction about effective and appropriate uses of the ever-growing tools.

Why do instructors have the grading policies they do (e.g., rigid assignment deadlines, curved grading, exams with no "clobber" where a high performance on a later exam overwrites an earlier poor score, etc.)? Chances are, it's because that was the way (a) they were graded as a student, (b) the department expected, or (c) the previous instructor did it before they took over.

This panel is an outgrowth of a Technology that Educators of Computing Hail (TECH) Birds of a Feather session held at SIGCSE for seven years, which has grown into popular panels for four years, and served as a springboard for a regular column in ACM Inroads. It will provide a chance for seasoned high school and university educators to show the technologies that they can't live without, what problems they solve, and how to use them.

This poster describes our experience with the convening of a statewide committee of Mathematics and Computer Science teachers and content specialists to compare the content of the AP Computer Science A Course (AP CS A) and the Computer Science Principles (CSP) course with the Alabama Course of Study-Mathematics. The purpose of the comparison was to identify overlaps in content and to make recommendations to the State Department of Education and the State Board of Education regarding the option of awarding mathematics credit for completion of the Computer Science courses. This crosswalk activity led to the December 2013 decision by the Alabama State Department of Education (ALSDE) to count both CS Principles and CS A as courses satisfying the four-course requirement for high school graduation in Alabama. The poster will describe the crosswalk activity, the results, and the specific strategic approach to involve the ALSDE as collaborators in the activity.

This poster describes our first-year experience in developing and evaluating a CS Principles professional development model for training a cohort of teachers across an entire state geography. The scalable deployment and sustainable persistence of the new CS Principles course adopts the successful practices of a national AP training program developed by the National Math and Science Initiative (NMSI). It applies those practices in a professional development program based on year-long in-person training and distance learning collaboration. A statewide "Teacher Leader" model is being explored where those already teaching more rigorous CS courses will assist in training new peer cohorts as they establish CS Principles in their schools. Teachers in these cohorts collaborate together on content and pedagogical learning experiences, fostered by peer leaders. The assessment is uncovering the facets of our model that are most suitable for building a sustainable network of CS Principles teachers. This poster is focused on a description of our first-year experiences and extensive evaluation results. The poster will describe the curriculum that is being developed by our teachers, a set of lessons learned from our PD experiences, and the details of our evaluation. The Teacher Leaders will be available near the poster to discuss their experience with anyone who has an interest in our professional development model for CS Principles.