Prior to the Workshop (0 minutes)

Prior to the workshop, check the following slides, which will be used as part of participant introductions:

• Map of the USA or state (if everyone is from one state) that everyone can put a post-it on to say where they are from
• Graph of number of years of teaching experience
• Graph of number of years of computer science experience (any kind)
• Ensure that participants get the pre-work assignment.
• Prepare your state data slide and put it in your Day 1 slide deck

As Participants Join the Workshop (0 minutes)

As participants join the workshop, have them do the following:

• Have teachers add their information to the Introduction slides to highlight the many different perspectives and strengths we each bring to the room.
• Have teachers create their About Me slide.
• Take attendance. There will be a specific link for the module at your workshop.
• Check that everyone is marked as present in the online workshop dashboard.
• Encourage teachers to turn on webcams and check their audio.
• Use the section link you created for your teachers in your workshop to get all the teachers on the section for your room.

Welcome and Introductions (18 minutes)

(3 minutes) Welcome and Kick Off

Once everyone has placed post-its and is seated...

• Check that everyone has taken attendance using the online workshop dashboard
• Introduce yourself, your co-faciltiator(s), regional partners and the staff helping to run the show.
  • Acknowledge the different roles of the people in the room beyond the staff who are running things (teacher, facilitators-in-training, etc)
  • Using the map from the slides as a guide, give an overview of where participants are from.
• Mention that all sessions will be broken into "chunks" and there will be scheduled breaks to give everyone a chance to use the bathroom, stretch, get a drink or snack, etc.
• Overview of the tools participants will be using during the workshop:
  • The journals for writing their reflections
  • The different printed materials including the CED, Activity Packet, and Curriculum Guide
  • The slides
  • The Question Parking Lot

(15 minutes) Getting to Know One Another

The goal of creating these slides is to highlight that everyone brings something to the room, and there’s a spectrum of experiences and perspectives here. We can all learn from each other because we all bring different skills and backgrounds to the room. Share how this applies to you. (For example: If you have fewer years of teaching experience than others in the room be vulnerable and point that out. Point out what you bring to the room is your deep understanding of the curriculum and facilitation skills. Others in the room may have things they can share with you about teaching.) Let’s get to know each other a bit more in the groups you are sitting in.

• Send participants to breakout rooms for 6 minutes to introduce themselves. You and your co-facilitator should circulate through the breakout rooms.
  • 6 minutes in breakout:
    • Allow people to introduce themselves to the people in their rooms.

When participants come back to the main room, inform them that we do not have enough time to introduce themselves in great detail. Instead, ask them to go around and say their names and the county they are from.

Sharing Norms (5 minutes)

Provide some context for each of these norms so participants know what is meant by each of these norms. You can find Code.org’s context for these norms in our one-pager. We don’t recommend you read the full document to participants but rather pull out the key messages you want to have heard in the workshop.

Synchronous Tips (5 minutes)

Give participants a brief overview and demonstration of some of the features in your video conferencing software that they will be expected to use during synchronous activities. Examples common to most platforms include:

• Breakout rooms (table groups)
• Chat/instant messaging
• Raise hand (or another way to get the attention of facilitators without interrupting)

Program Overview (25 minutes)

(5 minutes) Waterfall

• (2 minutes) Think: Reflect individually quietly to yourself or in your journal
• (1 minute) Now I want you to type your thoughts into the chat but don’t hit enter yet! We will all hit enter at the same time to create a waterfall of text in the chat

After you give participants a minute to type their thoughts, tell them to hit enter. Acknowledge answers as they pop up in the chat by calling them out

(20 minutes) Program Overview

Give an overview of the overall professional learning program, as well as a deep-dive into the plan for the week. Overview includes:

An introduction to Code.org’s why

• Code.org’s vision for CS education: “every student in every school has the opportunity to learn computer science as part of their core K-12 education.” Code.org believes that achieving equity in CS education requires that:

  1. All students have access to high-quality CS education
  2. The diversity of students in a CS classroom is representative of the demographics of the school, and
  3. The CS classroom is inclusive for all students.

Include definitions for access, diversity and inclusion:

• Access: the opportunity to learn and experience computer science.
• Diversity: student enrollment rates in computer science courses reflect the demographics of the overall school or community population, particularly in terms of race, ethnicity, gender, economics, and disability status.
• Inclusion: creating learning environments as well as using curricula and resources that are accessible,welcoming, and reflective of all students’ identities, backgrounds, differences, and perspectives.

Why does Code.org approach its work through the lens of equity?

• Computer science is not just about coding. It involves critical thinking, problem solving, and collaboration, all skills that are vital in education and careers in and out of the tech field.
• Parents and guardians consistently report that they want their children to have access to computer science.
• However, high quality computer science education still isn’t available to all students, and the discrepancies in access often fall along lines of race, gender, and income level.
• Review stats about national access to CS, by race and income level.
• Review state-specific stats - add state-specific stats from this site to show the state-specific information about access to CS.

• Educators play a vital role in supporting equity in CS education, so Code.org has focused their energies on building equity-focused CS curricula and professional learning experiences to support you all in this work.

  • Code.org is part of a larger community of partners who are working toward equity in computer science education
    • For example, CSTA (Computer Science Teachers Association) has incorporated equity-focused elements into its Standards for CS Teachers.
    • A coalition of partners, including Microsoft, NCWIT (National Center for Women & Information Technology), CSforAll, etc., also recognize the importance of building equitable CS classrooms, and have released a Guide to Inclusive Computer Science Education with specific and concrete strategies to support this work.
    • Your own Regional Partner who is hosting this workshop is leading the way locally to support K-12 computer science education.

Review the timeline and components of the program

• There is the workshop participants are currently in
• There are 4 academic year workshops planned (provide dates if available in the slides)
  • Note: some participants may be participating in virtual professional learning. If this is the case, you should modify these slides to reflect that.
  • There are online supports (such as the forum)

Overview of the agenda

• What the different colors in the agenda mean and what happens in each different session:
  • Orange: Facilitator presentation sessions, typically at the start and end the day. These are sessions where the facilitators wants to make sure everyone sees the same content.
  • Teal: Lesson Exploration Sessions where participants will experience the curriculum as both teacher and learner.
  • Purple: Discussions where we will be drawing on the teaching expertise in the room and discussing dilemmas found in computer science classrooms.
  • Green: Lesson planning. This is designated time for participants to prepare to deliver their lesson with their co-teachers.

• Introduce the question parking lot and how to get technical help. Explain how we will use interactive slides for lessons and share-out.

• With all of this, equity will be a common theme in our workshops.

  • Show equity cycle and describe how we start with identity.

• Define identity:
  • Identity: how we each see who we are in the world. Identity is made up of a variety of visible and hidden markers, like race, ethnicity, gender, sexual orientation, religion, education, physical abilities, etc., and it can be shaped by our experiences and histories.
    • Facilitator share-out. The facilitator will share out how they introduced themselves was connected to their identity along with what parts of their identity they didn’t necessarily share initially with the group. Alternatively this could be a time to describe how your perceptions of “doing computer science” has changed over time given your experiences. As a facilitator, you may want to use the following script for this part of the agenda:
      • “When I introduced myself at the start of the session I made sure to include _____, because _____. There are other parts of my identity that you perhaps picked up when you walked in such as my age, race, or gender. All of these things influence how I see the world.” OR,
      • “For myself, when I was first introduced to computer science I thought of it as _____. After I had more experiences with computer science, the way I saw computer science shifted to where now I think of it as _____." (Describe what experiences you had that shifted this thinking)