Professional learning programs for computer science (CS) teachers primarily rely on self-reported data from participants to understand the learning impact on teachers and improve teacher growth. We developed and piloted a set of standardized measures of teacher growth aligned with Standards 2-5 of the Computer Science Teachers Association (CSTA) Standards for CS Teachers. We created a rubric from the 29 indicators across the four standards by merging similar concepts. We reduced these 29 indicators into 18 rubric items placed in one of three groups: Planning (9 items), Assessing (3 items), and Professional Development (6 items). We also created scales for measuring progress on each item based on the criteria for each standard. After creating an entry form based on the rubric items, we conducted a two-cycle pilot process, with teachers (n=24) completing the entry form and providing feedback in the form and in focus groups. We then applied revisions to the process, and conducted a second pilot with a different set of teachers (n=29). Teachers reported multiple ways to improve the process, including understanding their own growth path as a CS teacher. In this experience report, we describe the process of creating the rubric, the two-phase pilot used to gather feedback from the teachers, and the changes that we made to the rubric based on teacher feedback. We also provide a high-level description of the 18 items in the rubric, lessons learned, and recommendations.

Problem. Educational research identifies answerable questions, but often does not address the problems K-12 teachers identify as important. Further, academic research findings can be difficult for teachers to apply to their practices and unique contexts. Currently, little research exists on the lived experiences of primary and secondary instructors who teach computer science (CS) or computational thinking (CT) and also on the specific problems of practice teachers face when teaching CS. Research Question. What problems of practice do K-12 teachers face when teaching CS/CT? Method. Data for this qualitative study was collected using an online questionnaire distributed to teachers internationally. CS/CT teachers responded to an open-ended prompt asking for problems related to teaching CS. The data was analyzed using descriptive first-round coding and focused second-round coding. Validity was established through collaborative coding. Analysis was theorized using locus of control. Findings. Problems with students encompassed behavioral, cognitive, and attitudinal issues, as well as lack of home support or resources. Teachers identified many problems of policy notably stemming from lack of resources or support from administrators. A smaller number of challenges, such as lack of content knowledge, were situated within teachers themselves. While some problems such as student motivation are general, a number of responses identified unique challenges in CS education compared to other disciplines. Implications. Identifying problems faced by teachers can guide professional development offerings, help researchers develop studies that would result in meaningful improvement to CS education, and suggest policy decisions which would result in better outcomes for students.

Engaging teachers in research has been shown to increase their self-efficacy and other factors related to increasing students' learning and growth. In this project, we partnered education researchers with computer science (CS) middle school teachers in the U.S. to develop a set of equity-focused teacher practice briefs that address a problem of practice that the teachers experience in their classrooms. Using a prescribed development process previously developed by Bell and Rhinehart (2016) for creating these briefs, teacher involved in the process saw their self-efficacy, professional networks and pedagogical content knowledge with respect to equity increase. The process allowed educators to reflect on their understanding of their particular problems of practice, while also collaboratively with expert researchers in the field to interpret previously published research results. The teachers and researcher teams created three briefs for the broader community to use. Throughout this four-month process, we learned how to improve the format for our particular needs, which included ensuring all voices were heard and equity was at the forefront of the work. In this experience report, we detail the process we used and report on lessons learned about the process from the teachers and researchers who participated. We also provide recommendations for others interested in using this method to engage in-service or pre-service teachers.

Problem. K-12 teachers face many challenges when teaching a new subject like computer science (CS). They are often far removed from the research being conducted to identify evidence-driven solutions to these challenges. Likewise, researchers are also often removed from the challenges of classroom practices that teachers face when teaching CS. Research Questions. To create a collaborative process for teachers and researchers outside of a research practice partnership, we piloted a facilitated process in which CS middle school teachers and CS education researchers collaboratively created CS teacher practice briefs. Our research question for this study was: In what ways are teachers impacted by the process of creating teacher practice briefs in collaboration with researchers? Methodology. We conducted a qualitative study, using a semi-structured interview protocol to interview five teachers and three researchers to gain an understanding of how this process impacted the participants. We used thematic content analysis to identify several subthemes across our pre-established themes: motivation for teachers to participate, impacts on teachers, perceived impacts on students, and impacts on researchers. Findings. We found that the impact on teachers mirrored impacts found on teachers who engage in Research Practice Partnerships, including increased self-efficacy, expanded professional networks, and changed classroom practices. Implications. By bringing researchers and educators together with a clear focus on equity-based problems of practice in CS education, the results display a multitude of positive impacts. Teachers indicate that they are are positively impacted, researchers develop a clear understanding of realistic practices, and students are peripherally impacted through changed practices in the classroom. Therefore, the most significant contribution to advance the disciplinary understanding is the potential for this new process to decrease the gap between research and practice.

According to the U.S. Department of Labor, cybersecurity jobs will grow 28% over the next few years, with 1.8 million of these jobs unfilled in 2022.These reports indicate a great need for individuals to be trained and employed in cybersecurity for the U.S.'s safety and security.Recognizing this, the Air Force Junior Reserve Officer Training Corps (AF JROTC) and partner organizations implemented a Cyber Academy in 2020.The goals of the Cyber Academy are to engage AF JROTC cadets in learning cybersecurity skills and becoming more aware of careers in cybersecurity by connecting high school JROTC cadets with dedicated faculty, mentors, and the wider cybersecurity field and Air Force through an intense summer course.This pilot was hosted at one institution (Mississippi State University) and was designed to teach a college-level cybersecurity course to 25 AF JROTC cadets in high school.In 2021, the Cyber Academy moved to a distributed model taught at five institutions.In total, the Academy was designed to reach 100 AF JROTC cadets, 20 cadets at each host institution receiving very similar core curriculum.In this paper, we provide a summary of our evaluation of the distributed Cyber Academy by first describing the curriculum and then highlighting outcomes from 2021.The outcome analysis is based on data we collected from surveys, focus groups, and cadet grades.We provide an overview of the evaluation conducted based on the CAPE (Capacity, Access, Participation, Experience) Framework, a novel approach for evaluating an intervention that takes into account how the capacity to offer education, who has access to it, who ultimately participates in it, and how the experience impacts learners from diverse backgrounds.