Professional Learning

1. Interview 1-2 district stakeholders (teacher, student, parent, business or community partner) about equity gaps discussed in Meeting 3. Sample questions:
   1. What do you already know, think, or feel about this gap?
   2. What experiences or information have helped shape your perceptions?
   3. Do you see this gap as an important one for our district to address? Why or why not?
   4. What changes or new ideas do you think might help us address this gap?
   5. What questions or concerns do you have about this gap and how we address it as a district?
   6. What advice do you have for our team as we think about increasing access to computer science for all our students?
2. Review 1 promising practice provided by your TA lead when follow-up notes are sent.
3. Read “Chapter 1: Build Common Purpose and Understanding” from Building a Culture of Continuous Improvement: Guidebook and Toolkit  (Education Development Center 2019). Your DSC team will be using this approach to develop a driver diagram representing your theory of change for increasing equitable access to CS for all students in your district.

1. Participants review the driver diagram  and reflect on how the AIM, gaps and root causes, and drivers have emerged from your discussions and data analysis.
2. Participants mark up the draft driver diagram in response to the prompts below:
   1. AIM/Goal: does this accurately reflect your district CS vision statement?
   2. Primary drivers – does this reflect the priorities and key levers for change identified by this group? What’s missing or needs to be changed?
   3. Secondary drivers – What’s missing or needs to be changed?
3. Understanding Secondary Drivers: Stakeholder Interviews
   1. Pair/Share:
      1. Participants pair/share while keeping the editable driver diagram web page open.
      2. Pairs share who they interviewed, what they learned, and how their findings might influence either the primary drivers, secondary drivers, or potential change practices.
      3. Pairs type any suggested changes based on stakeholder interviews into the notes field at the bottom of the editable driver diagram.

Goal: Develop a shared understanding of what a change practice is, and explore the key elements of one change practice in depth. 

Surfacing existing change practices:

1. Working in the editable driver diagram, participants should add change practices that they already currently are trying or have in place.
2. Once a list has been generated, discuss each practice one at a time as a whole group, using the following questions to guide discussion:

• What drivers does this change practice support?
• Do any practices listed not connect to a driver?

1.  Review scope and sequence for summer training including format, content, and follow-up support.
2. Discuss the following questions:

• What primary or secondary drivers might this PD address?
• How will we know if it is actually supporting those drivers?  What data could we gather to find out?
• What else might we need to do or provide to better support these drivers?

1. Share out additional supports needed and record them in the DSC action planning document.

1. Review MA Innovation Pathway Criteria and High Quality College and Career Pathways. After reading, complete the survey provided by your TA Specialist.
2. Review the “High School Curricula and Tools” section of the Massachusetts K-12 Computer Science Curriculum Guide (pp 63-86). Choose 3 resources that you think may be promising to implement in your district as a follow-up to CS Discoveries, and be prepared to share why you think they are a good fit for your district context.