Coaching as a Means to Increasing Access to Inclusive High School Computer Science (Poster 9)

• In Event: Moving Toward Just and Equitable Access to Computing Education

Abstract

Objectives
Coaching is a process where an experienced educator (coach) supports a teacher in developing and refining their teaching practice (Knight, 2016). While many teachers engage in professional development, coaching provides an opportunity for differentiated PD focused on the individual teacher’s needs and is incorporated into their day-to-day activities. For subjects such as English or Math, teachers are supported in improving their instructional practice through existing school systems including principals, curriculum specialists, coaches, and professional learning communities, however, the capacity for coaching specific to computer science is rarely available. Several studies have demonstrated the effectiveness of coaching in the transfer of learning from PD to the classroom, improving adoption rates of teaching practices from 20% to 80% or more in some cases (Darling-Hammond, et al., 2017; Joyce & Showers, 2002; Pierce & Buysee, 2014). Developing coaching programs and building the capacity of educators to implement equity-focused pedagogy is key to increasing sustainable access to inclusive CS education.


A coaching program consisting of coach professional development, tools, and a community of practice for coaches was developed and deployed in two contexts, both focused on high school CS: 1) a national network of Advanced Placement CS Principles and CS A teachers and 2) a network of educators in a midwestern state teaching both standalone and integrated high school CS. Coaches met with coachees for three to four cycles of coaching throughout the academic year and held virtual and in-person classroom visits when feasible.


Research Questions
Research questions for this study focused on how teachers' content knowledge (CS practices and concepts) and pedagogical content knowledge, in particular equitable teaching practices for students with disabilities, English learners, and female students, changed during the coaching program.


Data and Analysis
Data was collected through pre and post self-reflection checklists aligned to the Computer Science Teachers Association Standards for CS Teachers, surveys, and coaching logs. Of the pre-coaching measures, 21 completed the survey and 19 completed the checklist. Of the post-coaching measures, 15 completed the survey and 16 completed the checklist. All participants had some data in their coaching logs.


Results
Initial results indicate that coachees selected goals aligned to equity more frequently than other goals related to planning and classroom practice. Coachees reported feeling more confident in their ability to foster an inclusive computing culture and use inclusive and effective pedagogies to teach CS in their classroom after the coaching program. Coachees had an average change of 1.08 (on a scale of 1 to 5) for Standard 2. Equity and Inclusion on the checklist.


Significance
While initial CS professional development often is centered around a particular curriculum or course, teachers need ongoing support to ensure that the classroom environment is welcoming and provides appropriate supports to engage all students. The coaching for equity in CS program is a promising practice to ensure that students have access, not just to CS education, but to just and equitable CS education.

Authors

• Jennifer Rosato, University of Minnesota

• Fatima M. Brunson, Spelman College