Research has shown that factors such as teaching confidence and a sense of belonging influence an educator's classroom practice and motivation to remain in the profession. Although professional learning programs focused on CS content and pedagogy abound, opportunities to develop these affective components are often scarce for K-12 teachers. This is particularly true for those who are the sole CS educators at their school or are thrust into CS teaching with minimal preparation. To address this gap in support, we developed a peer mentoring program for high school teachers, featuring one-on-one mentoring focused on goals aligned with the Computer Science Teachers Association (CSTA) Standards for CS Teachers, a monthly community of practice for mentors to enhance their mentoring skills to better support their mentees, and numerous opportunities for community building among all participants. Drawing on four years of experience partnering with three CS teacher communities and analyzing evidence of growth from survey and interview data, we illustrate how we designed a program that fosters the professional development of both mentors and mentees, while incorporating a focus on equitable CS teaching. As more stakeholders create programs to support in-service and pre-service teachers transitioning to CS education, the insights shared in this experience report can provide guidance on developing initiatives that holistically support educators and contribute to a more sustained and well-prepared K-12 CS teaching workforce.

While national initiatives such as CS10K have expanded efforts to prepare high school computer science (CS) teachers, many educators report limited opportunities to engage in sustained professional learning that emphasizes collaboration, mentoring, and instructional development. In response to this persistent gap, our team developed MENTORS in CS, an equity-focused peer mentoring program designed to support high school teachers within their first three years of teaching CS. Over five years, the program has reached more than 150 educators across the U.S., with participants reporting increased teaching confidence, commitment to CS education, and a stronger sense of professional belonging. This tutorial will introduce participants to the structure, practices, and materials that underpin MENTORS in CS, with the goal of supporting attendees in designing or enhancing their own mentoring initiatives. Participants will engage in structured activities to: (1) analyze sociocultural and educational data to inform program design for specific teacher communities; (2) explore mentoring-focused community of practice activities that promote equity and pedagogical growth; and (3) review and apply tools that support goal setting aligned with the CSTA Standards for CS Teachers. The session will also include brief framing presentations, opportunities for peer exchange, and access to an implementation guidebook. This tutorial is intended for teacher educators, university faculty, and leaders of K–12 CS professional learning communities. Attendees will leave with practical strategies, adaptable resources, and a clearer understanding of how peer mentoring can contribute to a more supported, confident, and sustained CS teaching workforce.

As the number of secondary CS teachers increases to meet the burgeoning course offerings in the U.S., teachers new to the discipline need additional supports beyond one-time workshops focused on particular curricula. To address this need, we implemented a year-long, equity-focused peer mentoring program with twenty-six teachers across one state. Participants met twice monthly to identify and work towards three goals related to the CSTA Standards for CS Teachers. Pilot data suggest that mentees increased in their teaching confidence but needed additional support to apply their learnings in their classrooms. We also identified several ways that our application process hampered our broadening participation goals by making it difficult for teachers working with rural, minoritized or low-income students to participate. In this poster, we will share lessons learned from our pilot and emerging findings from our second year of implementation.

There is a burgeoning population of new CS teachers who are looking for additional support in their first few years of teaching, particularly around equitable and inclusive pedagogy. At the same time, there are a sizable number of teachers with multiple years of CS teaching experience who are looking for growth opportunities without taking on new courses. To address these needs, we are designing an innovative, equity-focused peer mentorship program for high school CS teachers. Mentors and mentees work together to support the mentee in identifying and achieving goals aligned to three of the CSTA Standards for CS Teachers: equity and inclusion, instructional design, and classroom practice. Mentors are provided with training and participate in a monthly community of practice focused on effective mentoring. The poster will share findings from our first year of implementation as well as examples of the materials we developed to support mentors and mentees.

In K-12 education, nearly all efforts focused on expanding computer science education center on the induction of new computer science teachers, with very little attention given to support the ongoing needs of experienced computer science teachers. More seasoned teachers benefit from deepening their content knowledge, pedagogical practices, and knowledge and capacity to provide equitable and inclusive learning experiences that results in students feeling a sense of belonging in computer science. This panel will discuss the needs of experienced CS teachers from a variety of perspectives, including teacher education researchers, professional development leaders, and high school practitioners and teacher facilitators. The panel will collectively outline a research and practice agenda that focuses on supporting, retaining, and further developing experienced teachers through expanded professional development, leadership opportunities, and community for CS teachers.