CS10K: Leveraging Partner4CS to Build Sustainable Capacity for Teacher Preparation and Support

特拉华大学及其合作伙伴正在他们之前由国家科学基金会资助的Partner4CS项目的基础上，创建以研究为基础的、可持续的教师培训模式，并在整个特拉华州推动AP CS原则课程的实施。Partner4CS为高中和中学计算机科学教师提供专业发展(PD)，为计算机科学本科生创建了计算机科学领域教学经验大学课程，并与学区、教师、政策制定者、CSTA和州级STEM领导人建立了牢固的合作伙伴关系，在课堂上支持教师。该项目寻求在这项工作的基础上，通过一系列与高等教育机构、计算机科学教师、教育研究人员和政策制定者合作的协调一致的活动，扩大其影响范围和可持续性。实施方案重点提出了4个目标。第一个是建立大学证书课程，培养来自不同STEM领域的职前和在职教师，教授以证据为基础的教学法。二是将本科生计算机课程的现场教学经验推广到其他高校。第三个项目开发了暑期课程发展的新途径，使教师做好准备，支持创造性的基于项目的CS学习，第四个项目为K-12和高等教育的教育工作者、地区领导人和行业专业人员组织了为期一天的峰会，讨论K-12学校的CS教学以及增加多样化参与新CS途径的策略。在三年的时间里，拟议的工作预计将惠及多所大学的100名额外教师、120名本科生和大约2500名学生。

The University of Delaware and its partners are building on their previous, NSF-funded Partner4CS project to create research-based, sustainable models for teacher preparation and promote the implementation of the AP CS Principles curriculum throughout Delaware. Partner4CS has provided professional development (PD) for high school and middle school CS teachers, created a Field Experiences in Teaching Computer Science university course for CS undergraduate, and established strong partnerships with school districts, teachers, policy makers, CSTA, and state-level STEM leaders supporting teachers in their classrooms. This project seeks to build on that work to increase its reach and sustainability through a coherent set of activities that partner higher education institutions, faculty in CS, educational researchers, and policy makers. The implementation plan focuses on 4 objectives. The first establishes university certificate programs that prepares pre-service and in-service teachers from a variety of STEM fields to teach CS with evidenced-based pedagogy. The second expands the Field Experience in Teaching Computer Science course for undergraduates to other institutions of higher education. The third develops a new track of summer PD that prepares teachers to support creative project-based CS learning, and the fourth organizes a day-long summit for educators in K-12 and higher education, district leaders, and industry professionals, to discuss the teaching of CS in K-12 schools and strategies for increasing diverse participation in the new CS Pathway. Over the 3-year period, the proposed work is expected to reach 100 additional teachers, 120 undergraduates across multiple universities, and approximately 2,500 students.