Infusing Equity and Inclusion in K-12 Computer Science Teacher Development

Most states identify content knowledge, and to a lesser extent pedagogical content knowledge, as the primary criteria for credentialing or authorization to teach computer science. However, there is an additional set of knowledge, skills, and dispositions related to equity and inclusion that are critical to effectively teach computer science to all students. The 2020 CSTA Standards for CS Teachers were designed to articulate a broad vision for what is required of teachers to prepare their students to effectively and equitably meet the learning outcomes delineated in K-12 CS standards and the K-12 CS Framework. One of the five teacher standards is focused on equity and inclusion, and this was also used as a cross-cutting theme throughout the other four standards. In this panel, authors of the standards and teacher development leaders will discuss how equity and inclusion can and must be infused into both the initial and ongoing development programs of K-12 computer science teachers.