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的nsf资助的Partner4CS项目的基础上，为教师准备创建基于研究的可持续模式，并在特拉华州推广AP CS原则课程的实施。Partner4CS为高中和初中计算机科学教师提供了专业发展（PD），为计算机科学本科生创建了计算机科学大学课程教学现场体验，并与学区、教师、政策制定者、CSTA和州级STEM领导者建立了牢固的合作伙伴关系，为教师提供课堂支持。本项目旨在通过与高等教育机构、计算机科学教师、教育研究人员和政策制定者合作开展一系列连贯的活动，在此基础上扩大其覆盖面和可持续性。实施计划侧重于4个目标。第一个是建立大学证书课程，为来自各种STEM领域的职前和在职教师提供准备，以证据为基础的教学法教授CS。二是将本科计算机科学课程的实地教学经验扩展到其他高等教育机构。第三个项目开发了夏季PD的新轨道，为教师提供支持创造性的基于项目的CS学习，第四个项目为K-12和高等教育的教育者、地区领导人和行业专业人士组织了为期一天的峰会，讨论K-12学校的CS教学以及增加新的CS途径的多样化参与的策略。在三年的时间里，这项工作预计将增加100名教师，120名来自多所大学的本科生，以及大约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.