The Computer Science Teachers Association (CSTA) Professional Development (PD) committee is responsible for curating a list of PD opportunities for dissemination to CS teachers. The committee developed and revised a research-based rubric and has used it to accredit PD programs that meet a baseline of quality. This paper reports on the process of accreditation and trends in CS teacher PD, as well as recommendations to PD providers based on trends in the data collected by the committee. This paper is a story of the evolution of the accreditation process and the tool used to measure quality PD. PD providers are encouraged to adopt best practices in supporting teacher growth.

This panel is the evolution of a Technology that Educators of Computing Hail (TECH) Birds of a Feather session held at SIGCSE for seven years, grew into popular panels for many years, and served as a springboard for a regular column in ACM Inroads. It will provide a chance for seasoned middle school, high school, and university educators to showcase the technologies they can't live without, what problems they solve, and how to use them. This year, we asked our panelists to highlight any technology in particular that helped them survive (and possibly even thrive!) during their remote teaching.

Have you ever frozen-not knowing what to say-when you heard a biased comment from a student or colleague? It is challenging to interrupt microaggressions and respond to biased beliefs in the moment, but practice helps people become more comfortable and confident. In this special session, teams from the CSTA Equity Fellowship and CSTeachingTips.org will demonstrate an activity that invites participants to discuss how they would respond to different tricky situations related to bias. Participants will directly engage in the activity and learn how they can use it in ongoing professional development for K-12 computer science teachers.

Broadening participation in computing (BPC) has long been a major emphasis in computer science education. The efforts to bring about greater equity in participation often address issues related to curriculum, educator preparation and professional development, and to a lesser extent, school systems and structures. Furthermore, issues related to broadening participation such as what populations we consider, how disenfranchised populations fare, and their rates of retention and achievement within CS education programs are central to equitable computing and the aspirational goals of CSforAll. While the goals of broadening participation are admirable, the 2020 State of CS Education (Code.org, CSTA, & ECEP Alliance, 2020) report makes it clear that equitable CS education is a distant shore. The purpose of this BoF session is to create a space: (a) to explore current research and policy efforts towards equitable CS education and their efficacy, and (b) to interrogate the tensions that underlie these efforts and the practical implications of the current research agenda for K-12 teachers and students.