Looking Back (15 minutes)

(11 minutes) Breakout Rooms: Check In

[ Begin this activity by sharing your response to the prompt #1.

For example, “My commitment in support of access, diversity or inclusion was to bring CS to my school. A struggle is I want to figure out how to recruit students into my class to better represent my school’s demographics. A celebration is that students currently not in my class are showing interest and asking me about CS."]

Producers: Send groups of 3-4 participants to breakout rooms for ten minutes. Then, bring participants back to the main room.

(5 minutes) Participants share responses to the following prompt.

Prompt #1: Think about the commitment in support of access, diversity or inclusion you made in the summer. Share a struggle and a celebration.

Producer: Broadcast a message to breakout rooms for participants to transition to sharing responses to the second prompt.

(5 minutes) Participants share responses to the following prompt.

Prompt #2: What is working when using a data inquiry cycle in support of access, diversity, and inclusion?

Producers: Producer: Broadcast a message to breakout rooms for participants to transition to writing “what is working in support of access, diversity, and inclusion” as a group on the designated slides.

(2 minutes) Participants write “what is working in support of access, diversity, and inclusion” from the group discussions on the designated slides.

(2 minutes) Equity Overview - Looking Back

• Briefly share any common themes from key takeaways shared on the designated slides.
• Encourage participants to revisit the slides for ideas in support of access, diversity, and inclusion.
• Provide participants with a high level overview of the equity themes discussed throughout their PL experience. Refer to the slide “Looking Back.”

(2 minutes) Journal

Participants are not asked to share their responses to the prompt. However, share your own response to the prompt with participants using the format of “I used to think_ and now I think__”.

For example, “This is my second year facilitating this workshop and I used to only think about recruiting students to my classes and now I also think about my bias and how it affects how I interact with students.”

Prompt:

• How has your understanding or approach to access, diversity, and inclusion in CS education evolved? I used to think...now I think…

Going Forward (22 minutes)

(2 minutes) Intro to Activity

[ Share an example of a personal value that is important to your teaching or facilitation practice and how it manifests.

For example, “When I was first starting out with teaching, I had an administrator who led the best professional development sessions because we felt heard and included in discussions. Now, when I facilitate, I try as much as possible to call on a variety of people so that everyone knows that their voice is important.”]

Instructions for participants:

• Choose three personal values from the list on the next slide (or perhaps values that aren’t on the list) that most resonate with you and the equitable teaching practices you’re growing as a CS educator.
• Create three webs with a central bubble to hold these values. Around the central bubble, create bubbles branching out.
• Within each outside bubble, jot down a word or phrase that would be evidence of this value in your classroom.
  • For example, if you chose gender inclusivity, you might draw a connected bubble that says, “Hang posters with people of all genders represented” or “Challenge stereotypes of what is a “masculine” or “feminine” App Lab project in conversations with students to encourage them to pursue their interests.”

(8 minutes) Breakout Rooms: Personal Values

Producer: Prepare and send participants into breakout rooms for eight minutes.

(2 minutes) Participants individually create their own web in their journals.

Producer: Broadcast a message to breakout rooms for participants to transition to discussing the prompt.

(6 minutes) Participants discuss the following prompts.

Prompts:

• Which of your values is most important to you?
• What evidence of the value is in your classroom?
• Why is this value most important to you?

(3 minutes) Intro to Task

Participants return to the main breakout room.

Introduce the house metaphor for making a commitment to equity:

• The foundation of the house is the value that you’d like to base your commitment on.
• The roof is the commitment that you’ll make. This is a statement that is actionable and can be evaluated using quantitative or qualitative data.
• The walls are:
  • The support that you’ll need - either resources or other people - to work toward your commitment and
  • The measurements to track progress so that you can be accountable to your commitment

Review the example in the slideshow:

• Value: Self-awareness
• Commitment: I commit to identifying and working against my own unconscious biases in the classroom by questioning my assumptions about who needs help completing coding tasks and keeping track of who gets the most “air time” during discussions.
• Supports:
  • Coworkers to discuss unconscious bias with during planning time
  • Prep time to complete coding levels before each lesson
  • Measurements to Track Progress:
  • Keep a tracker of who is sharing out during class and when, and aim to have all students participate
  • Progress data to target students who need help

(5 minutes) Revisit Commitments

Give participants 5 minutes to revisit and revise their commitment by choosing a slide from the slide deck and filling it out.

Remind participants that the commitment should be rooted in access, diversity, and inclusion in CS, as well as measurable by qualitative or quantitative data.

(4 minutes) Share Out

Invite a couple of participants to share their commitments to equitable CS education with the whole group.