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

特拉华州大学及其合作伙伴正在建立他们以前的，NSF资助的Partner 4CS项目，以创建基于研究的，可持续的教师准备模式，并促进整个特拉华州的AP CS原则课程的实施。Partner 4CS为高中和中学CS教师提供了专业发展（PD），为CS本科生创建了计算机科学大学课程教学的实地经验，并与学区，教师，政策制定者，CSTA和州级STEM领导者建立了强有力的合作伙伴关系，支持教师在课堂上。该项目旨在建立在这项工作的基础上，通过一系列与高等教育机构，CS教师，教育研究人员和政策制定者合作的活动来增加其覆盖面和可持续性。实施计划的重点是四个目标。第一个建立大学证书课程，准备职前和在职教师从各种STEM领域教CS与循证教育学。第二，将本科生计算机科学课程教学的实地经验扩展到其他高等教育机构。第三个开发了一个新的夏季PD轨道，准备教师支持创造性的基于项目的CS学习，第四个组织了为期一天的峰会，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士，讨论CS在K-12学校的教学和战略，增加新的CS途径的多元化参与。在3年的时间里，拟议的工作预计将达到100名额外的教师，120名本科生在多所大学，以及大约2,500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.