CS 10K: Computer Science: Creating A Village for Educators (CS:CAVE)

加州大学圣地亚哥分校(UCSD)提出了一项名为“计算机科学：为教育工作者创造一个村庄(CS：CAVE)”的项目，以设计、支持和测试以地区为基础的模式的有效性和可持续性，以扩大和持续支持教师专业发展，以教授新的高级选修课程(AP)计算机科学原理(CSP)。CSP侧重于计算机科学原理，为学生提供基本的逻辑、语法、思维和沟通技能以及计算思维的问题解决方法的基础理解。在一些地点试行了符合联合行动计划学习目标的课程和课程，但一个主要障碍依然存在：缺乏能够有效教授联合行动计划的专业中学教育工作者。CS：CAVE利用加州大学圣迭戈分校计算机科学原理试点项目开发的经过验证的课程和教学方法，旨在为建立、发展和维持一个地区高中计算机科学原理教师群体提供一个模式。它为教育工作者创造了“村庄”，为引入新的课程和教学内容提供基于地区和同行的支持。这种以地区为基础的“乡村”模式在每个地区培养CS原理硕士教师，并为CS原理新教师提供有效、可持续的支持。系统性的教育变革需要启动、逐步扩大和持续的区级支持。对于学校和教师来说，学区根据地方和州一级的政策和行政要求来解释课程改革。该项目正在测试和评估的以地区为基础的“乡村”模式发展了地区校长教师以及旨在在外部资金结束后继续存在的当地和分散的、面对面的和虚拟的同行支助。如果成功，该项目将在圣地亚哥县的三个主要中学学区引入并推广一门新的AP CS原理课程。同样重要的是，随着新技术和全球挑战对高中毕业生所需的劳动力技能和知识提出越来越高的要求，它将创建一个与大学相连的、以地区为基础的培训结构，以使课程(和相关的计算课程)保持最新。

The University of California San Diego (UCSD) proposes a project "Computer Science: Creating A Village for Educators (CS: CaVE)" to design, support, and test the efficacy and sustainability of a district-based model for scaling and providing sustained support for teacher professional development to teach the new Advanced Placement (AP) Computer Science Principles (CSP) course. CSP focuses on computer science principles, providing students with a foundational understanding of the underlying logic, grammar, thinking and communication skills, and problem-solving approaches of computational thinking. Courses and curricula meeting the AP CSP learning objectives have been piloted at a number of sites but a major obstacle persists: the lack of professional secondary school educators capable of teaching CSP effectively. Using proven curriculum and pedagogy developed through a UCSD CS Principles pilot project, CS: CaVE aims to provide a model for building, growing and sustaining a regional community of high school CS Principles teachers. It creates "villages" for educators, with district- and peer-based supports for introduction of new curricular and pedagogical content. This district-based "village" model prepares CS Principles Master Teachers within each district and develops effective, sustainable supports for new CS Principles teachers. Systemic educational change requires district-level support to be launched, incrementally scaled, and sustained. For schools and teachers, districts translate curricular change in the context of policy and administrative requirements at the local and state level. The district-based "village" model being tested and evaluated in this project develops district master teachers as well as local and distributed, in-person and virtual peer support designed to persist after external funding ends. If successful, the project will introduce and scale a new AP CS Principles course through three major secondary school districts within San Diego County. Equally important, it will create a university-connected, district-based training structure for keeping the course (and related computing courses) current as new technologies and global challenges place increasing demands on the workforce skills and knowledge needed by high school graduates.