Empowering Teachers as Leaders: A Professional Learning Model for Computational Thinking Integration

• In Event: Empowering Educators for Equitable & Integrated Computer Science Learning: Innovations in PD

Abstract

This study investigates the roles of 12 teacher-leaders involved in a comprehensive teacher PD project focused on integrating computational thinking (CT) into elementary classrooms. Over two years, we examined how teacher-leaders conceptualized their roles (curriculum designers, peer coaches, and/or role models) as they helped elementary teachers along their CT integration journey. Findings reveal that teacher-leaders’ development was shaped by collaboration with the teacher-leader community and participants, lesson design and implementation, and reflection. Teacher-leaders faced several barriers, including logistical burdens and lack of self-efficacy, suggesting a need for adaptive, teacher-centered PD. We conclude with suggestions for building teacher-leader networks to advance CT integration and further research that unpacks systemic models for teacher leadership development in PD contexts.

Authors

• Robin Jocius, University of Kentucky

• Melanie Blanton, Texas Tech University

• Candace Joswick, University of Texas - Arlington

• Jennifer Albert, The Citadel

• Ian O'Byrne, College of Charleston

• Deepti Joshi, The Citadel