Professional Development

 Please note that as of December 2017 this page is currently undergoing some changes to ensure it reflects our current practices. Check back soon! 

The Exploring Computer Science professional development program is based on three major pillars: computer science content/concepts, inquiry, and equity. These pillars are woven throughout all of the support provided to our teacher community.

ECS teachers & team at UCLA

Our professional development model consists of three features:

  1. Beginning ECS Teachers participate in a week-long summer Institute prior to implementation to introduce the instructional philosophy of the curriculum and content from the early units.
  2. Quarterly Saturday workshops during academic year to focus on the remaining units and the three pillars
  3. Deepening of content and pedagogy in year 2 and beyond.
ECS teachers presenting a lesson during a summer PD

Learning involves many opportunities for collaboration and small group learning and presentations to model the types of experiences that we hope students will experiences as ECS is implemented at school sites. Computer science instruction is modeled through role playing, jig sawing activities, pair and small-group collaboration, structured tinkering, multiple solutions, utilizing manipulatives, and simulations. We firmly believe that ECS teachers and students are part of a community where all learners have a voice and can make valuable contributions to the learning of the whole group.

During the academic year, quarterly follow up Saturday sessions are held that address the content of the additional curricular units. This ongoing model of professional development provides teachers a regular chance to come together and reflect on their classroom teaching experiences, to build a learning community, while learning new curricular material.

With the content more mastered, in the second year summer institute teachers are more able to focus on student learning: how to improve it, assess it, and learn from it.  These issues are also the focus of the quarterly PDs for year two.

 

Summer 1

Prior to implementation, this week-long summer institute introduces the instructional philosophy and content from the early units.

THE INSTRUCTIONAL PHILOSOPHY: The 3 Strands
UNIT 1:
Human Computer Interaction
UNIT 2:
Problem Solving

Quarterly PDs

During the school year, quarterly PDs focus on remaining units and the three strands.

QUARTER 1

UNIT 3:
Web Design

QUARTER 2

UNIT 4:
Programming

QUARTER 3

UNIT 5:
Computing & Data Analysis

QUARTER 4

UNIT 6:
Robotics

Summer 2

GROW + REFLECT

The summer after a year of teaching ECS, teachers attend our week-long summer institute again, deepening their understanding of content and pedagogy.

LEARN
They are more able to focus on student learning: how to improve it, assess it, and learn from it.
OBSERVE

They can listen and relate to others’ classroom teaching experiences and learn from their peers.

SHARE

They reflect on and offer their experiences to first-year ECS teachers and help build a learning community.

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