Scaling Professional Learning for Equitable and Inclusive Computer Science Teaching.

Classroom environments that build a sense of belonging and identity in computer science (CS) for all students, especially those who have been historically excluded, are critical for equitable CS education. Providing professional learning that supports more inclusive and culturally sustaining CS classrooms at the scale needed to ensure that all students have positive experiences in CS is a significant challenge. This experience report discusses how the Scaling Inclusive Pedagogy (ScIP) project has approached this problem. ScIP aims to provide teachers with equity-focused professional learning experiences and research-based tools so they are equipped to embrace diversity and focus on equity in their schools and classrooms. We discuss key takeaways from teacher, facilitator, and organizational perspectives about developing a professional learning experience that balances the need for building community and safe spaces to converse about sensitive topics with the complexities of creating a large-scale effort that can reach thousands of teachers. This report highlights lessons learned about designing professional learning that is substantive enough to enact change but realistic for the demands on teachers’ time, nuanced and relevant to local contexts while also nationally scalable, and specific to and actionable for K-12 CS teachers. We reflect on persistent challenges and recommendations for taking an approach to CS teacher professional learning that is systemic enough to change what is happening in classrooms across the country.