Ben Shafer conversation

  • Coursework: all bespoke, 5-course sequence for additional cert
    • Intro to CS for educators
      • 5 weeks of Scratch, 10 weeks of Python
      • Iowa wants them to be versed in multiple paradigms of programming
      • Reflective practice? Not so much here.
    • Teaching and learning programming
      • “Methods light” class
      • No specific curriculum, no standards and framework
    • Foundational concepts of CS
      • Brookshear & Briloh. Bits & bytes up to computer architecture, networking, databases, AI.
      • Teachers should have heard enough about databases, AI, etc. so that the teacher can at least answer student questions with, “I think what we’re talking about is this…”
    • Data structures and algorithms
      • Lightweight version of a major class
    • Methods class
  • First cohort (2018) 40 in -> 29 graduated
    • Most of group either:
      • Had some prior experience teaching CS via training in a particular curriculum
      • Or supported by districts who wanted to start offering it, not sure how to do it.
    • Building up a community of practice, community of peers (b/c no other teacher is going to be doing this in your school)
      • Compare to band teachers. How did you build this community?
      • Tight set of resources. Annual meetings, mentorship.
      • Required methods class: Attend CSTA online
        • Nightly CSTA debrief happy hours
      • What are the examples around here?
      • Target audience going forward: Math or business primary certification.
      • Teachers look pragmatically, high schools will be required to teach CS in 2022.
      • RE: AP CS, the methods class does a lot of curriculum development, teachers choose to develop for the kind of courses they anticipate teaching.
      • Expectation that teachers will get training on the particular curricula they plan to teach.
  • NSF grant. Money to offer the courses for free.
    • We built that community by getting them in a room together.
    • Once not free, can’t make them get together. Pilot: we go to them.
    • Should we pursue NSF funding? It let us offer the courses at no charge with a small stipend. Attracted a good cohort.
    • CP, warmly request whatever can be shared.
  • Vision statement?
    • To get the program off the ground, NSF funding needed this articulation
    • ISTE standards for teacher preparation programs: well-put-together
    • Admin will always want to reuse existing courses. Documentation helps make that case.
  • GSE/CS relationship
    • College of education had no desire to do the program
    • Does CSE even want to be teaching these courses?
    • Keep somebody involved in the development process (e.g. advisory board)
    • Justify positions (e.g. overall framework)
    • Sometimes, “Why aren’t you teaching this topic?” “Why not just take the intro CS courses?”
      • “If a high school student took a databases class, would you waive it?”
  • How do you teach EDJI?
    • Every unit in foundational concepts class has a societal tie-in.
    • Methods focus: Feldman, “Equitable grading” Specifications and equitable grading.
    • Not a lot of demand so far