Abstract
<p><strong>Background and Context:</strong> Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.</p> <p><strong>Objective:</strong> This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts?</p> <p><strong>Method:</strong> Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders.</p> <p><strong>Findings:</strong> Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide.</p> <p><strong>Implications:</strong> Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.</p>
Highlights
As momentum for computer science (CS) education has increased in recent years at the national, state, and local levels, unequal patterns of participation among students of color persist despite more schools offering CS courses to more students across California (Scott et al, 2019)
Implications: Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision
While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application useful when explicitly focused on equity leadership practices in computer science
Summary
As momentum for computer science (CS) education has increased in recent years at the national, state, and local levels, unequal patterns of participation among students of color persist despite more schools offering CS courses to more students across California (Scott et al, 2019). Efforts to broaden participation in computing have been supported in large part by the nationwide CS for All movement, with a commitment to ensuring all students have equal access to CS classes with highquality instruction and engaging curricula. Despite this growth, large and persistent equity gaps remain in access, enrollment, and success in CS courses, negatively impacting low-income students, underrepresented students of color, female students, and rural students the most (Scott et al, 2019). Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable
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