INNOVATION CONFIGURATION. Computer Science

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1 INNOVATION CONFIGURATION Computer Science SLT Member: Brian Kingsley, Dr. Elisa Calabrese OWNER OF INITIATIVE: Christine Semisch and Guy Barmoha CONTACT/COORDINATOR OF INITIATIVE: Lisa Milenkovic, Tatiana Martin DEPARTMENT(S): Instruction and Interventions, Talent Development COURSE GROUP #: Page 1

2 The Computer Science Program supports STEM instructors in teaching of computational thinking and Computer Science principles and programming. Participating teachers, guidance counselors and administrators will exhibit the desired outcomes of the Innovation Configuration. Page 2

3 National Computer Science Standards (Revised 2011) and Florida DOE Computer Science Certification Requirements Strand: Computational Thinking and knowledge of problem solving and algorithms 1. Desired Outcome: Teachers enable students to better conceptualize, analyze, and solve problems by selecting and applying appropriate strategies and tools both in the virtual and physical world Teachers use strategies to enable student computational thinking used across all disciplines to solve problems. Provide an environment where students create new knowledge, tools, and processes. Promote student reflection and understanding of the power and limitations of computing in the modern age Provide situations for students to solve problems by selecting and applying appropriate strategies and tools, virtually and in the real world. Distinguishes between classes of algorithmic constructs (sequence, decision, iteration) Distinguish between data structure types. Teachers provide scaffolding and practice opportunities to enable students (you do) to master computational thinking used. Teachers provide an environment for students to discuss and solve problems in the virtual as well as the physical world. Collaborate with colleagues faceto-face and virtually to promote knowledge construction Trace an algorithm and predict outputs for given output appropriate and efficient search algorithms for linear structures (sequential, binary). Teachers explain (we do) processes necessary to solve a problem. Teachers provide an environment for students to discuss and solve problems in the physical world. Distinguishes between objectoriented and procedural programming paradigms. Identifies problems appropriate for a computer solution. Distinguishes between instance, class and local method variables in an object oriented program. Teachers model (I do) processes necessary to solve a problem. stages of software development process (problem definition, analysis, design, implementation, testing, maintenance) appropriate algorithm for given problem. minimum set of data necessary for testing a computer solution. key features of object oriented programs. Teachers do not use strategies to help students conceptualize, analyze and solve problems. Page 3

4 National Computer Science Standards (Revised 2011) and Florida DOE Computer Science Certification Requirements Strand: Collaboration 2. Desired Outcome: Teachers provide opportunities for students to work cooperatively with fellow students, using technology Teacher provides environment for students to use online resources and participate in collaborative problem solving activities experts as well as peer groups globally. Teacher provides multimedia and productivity tools for group learning exercises. Teacher promotes student project planning and project management. Teacher provides environment for students to use online resources and participate in collaborative problem solving activities with peers. Organizes physical classroom layout to focus on learning. Teacher provides instruction and model for students to develop constructive criticism on peer work. Enhance collaborative abilities by participating in teams to solve problems relevant to daily lives. Teacher provides venues and processes for student team communication. Organizes students to collaborate. Teachers provide opportunities for students to gather information and communicate with others using a variety of devices. Teachers do not provide opportunities for students to work cooperatively, using technology. Page 4

5 National Computer Science Standards (Revised 2011) and Florida DOE Computer Science Certification Requirements Strand: Computing Practice, Programming, and Pedagogy 3. Desired Outcome: Use of computational tools and knowledge of computer programming Explore the use of programming in solving problems Select appropriate file and database formats for a particular computational problem strengths and weaknesses of object-oriented and procedural languages. and apply appropriate accommodations and adaptations for students with exceptionalities. Use appropriate application program interfaces (APIs) Debug a program segment containing errors associated with subroutines, functions, methods and interacting objects. Use appropriate instructional strategies for teaching computer science. Use appropriate assessment strategies for teaching computer science. Use appropriate Software tools and libraries to help solve algorithmic and computational problems Predict the output of a given program containing sequential, conditional and iteration statements. Use effective management strategies for teaching computer science. Understand broad array of opportunities computer science knowledge can provide across fields and disciplines. error types. appropriate internal documentation for a group of program statements. Teachers do not use computational tools or have knowledge of computer programming. Page 5

6 National Computer Science Standards (Revised 2011) and Florida DOE Computer Science Certification Requirements Strand: Computer and Communications Devices 4. Desired Outcome: understand the elements of modern computer and communication devices and networks Provide an environment that facilitates global communication and how to practice good global internet citizenship Distinguish between serial and data transfers advantages and disadvantages of programs that are compiled or interpreted. Demonstrate and models how to practice good global internet citizenship Explain the features and functions of productivity software. Explain why a computer translates SW into a machineexecutable form advantages and disadvantages of various storage media Distinguish between various types of wired and wireless computer networks advantages and disadvantages of different types of internet connectivity. Teachers use appropriate and accurate terminology when communicating about technology Teachers identify components of a computer and network systems and their functions Teachers identify functions of a computer system Teachers identify features and functions of web browsers and search engines. Teachers do not demonstrate understanding of the elements of modern computer and communication devices and networks. Page 6

7 National Computer Science Standards (Revised 2011) and Florida DOE Computer Science Certification Requirements Strand: Community, Global, and Ethical Impacts 5. Desired Outcome: Practice the norms of for ethical use Include respect for copyright, intellectual property, and the appropriate documentation of sources in teaching. Promote and model digital etiquette and responsible social interactions related to the use of technology and information Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools Provide opportunities for students to explain the impact of computers on international communication. Teach safe, legal, and ethical use of digital information and technology Implement and evaluate learnercentered strategies to determine if all learners are receiving equitable access to digital tools and resources. Create new content on digital etiquette and responsible social interactions related to the use of technology and information. Provide opportunities for students to evaluate reliability and accuracy of information they receive from the Internet. Advocate and model, safe, legal, and ethical use of digital information and technology. Develop learnercentered strategies to address the diverse needs of all learners. Adapt instruction on social responsibility to incorporate digital tools and resources including network security and Software licensing. Appreciate adaptive technologies in lives of people with disabilities Explain the positive and negative effects of computers on society. Demonstrate between appropriate and inappropriate social networking behaviors Advocate personal privacy, safe, legal, and ethical use of digital information and technology students interests, backgrounds, and use of and access to digital tools and resources Transfer instruction on social responsibility to the digital environment features and functions of security software. Fail to promote and model digital citizenship and responsibility. Page 7

8 Data Collection Plan Program Goal: Two cohorts of schools and teachers that will participate in the Code.org Program. The term Cohort 1 refers to schools entering into the Code.org Program in and Cohort 2 refers to schools entering into the Code.org Program in Middle School teachers in each participating school will teach both Code.org Middle School Computer Science modules within a period of two academic years (2014 and 2015). The following courses are aligned with common state standards in math and science: Computer Science in Math Computer Science in Science High school teachers in each participating school will teach a minimum of the two core courses in the High School Computer Science program, Exploring Computer Science and Computer Science Principles, within a period of three academic years 2014, 2015, 1016). Exploring Computer Science shall be implemented in the second academic year while Computer Science Principles shall be implemented in the third academic year. Administrators and Guidance Counselors will market and promote the Computer Science courses to ensure offerings in their schools. Within each cohort, participating teachers will exhibit the desired outcomes of the Innovation Configuration. Teachers abilities to enable students to better conceptualize, analyze, and solve problems by selecting and applying appropriate strategies and tools. Evidence that teachers provide opportunities for students to work cooperatively with fellow students, using technology. Teacher s use of computational tools and knowledge of computer programming Teacher s understanding of the elements of modern computer and communication devices and networks Teacher s ability to practice norms for ethical use of technology What type of data needs to be collected? Basic Program Evaluation: Number of Teachers participating/ successfully completing Number of students enrolled in courses Student grades in courses Student Standardized achievement in mathematics and science Evaluation of Teacher Practices as per the IC: Teachers abilities to enable students to better conceptualize, analyze, and solve problems by selecting and applying appropriate strategies and tools. What sources of data will help the investigation? PD Management System Student data from BASIS data in DQ2 and DQ4 data specifically related to Elements #7 and #21 Are the data available or do new data need to be collected? Data will be available in the listed sources Data is collected by school-based administrators. Data is collected by school-based administrators. Where are these data located? Cloud Server Who will be responsible for collecting these data? PD data T. Martin Student Data L. Milenkovic School Based administrators School Based administrators When will these data be collected? PD data will be collected at the end of each course Student data will be collected Quarterly and upon availability Ongoing observations of teachers focused on DQ2 and DQ4 Page 8

9 Evidence that teachers provide opportunities for students to work cooperatively with fellow students, using technology. Teacher s use of computational tools and knowledge of computer programming Teacher s understanding of the elements of modern computer and communication devices and networks data specifically related to DQ3 and Element #47 data specifically related to Element #47 data specifically related to Elements #35, #47, #59 Data is collected by school-based administrators. Data is collected by school-based administrators. Data is collected by school-based administrators. School Based administrators School Based administrators School Based administrators Ongoing observations of teachers focused on DQ2 Element #7 Ongoing observations of teachers focused on DQ3 Element #47 Teacher s ability to practice norms for ethical use of technology Ongoing observations of teachers focused on Element #47 Ongoing observations of teachers focused on Elements #35, #47, #59 Page 9

10 Area of impact Formative Measures Summative Measures Teacher Practices Data related to Domain 1: Design Questions 2, 3, and 4 (Classroom Strategies and Behaviors). Data related specifically to Elements #7,21,35,47,59 Data related to Domain 1: Design Questions 2, 3, and 4 (Classroom Strategies and Behaviors). Data related specifically to Elements #7,21,35,47,59 Leadership Practices Collaboration Practices Student Learning Program Goal: Number of applicants (applications) for the Code.org program Participation in online forum/s and synchronous sessions offered by Code.org during the year data related specifically to Domain 4 (Collegiality and Professionalism) Element #55 Grades in appropriate classes (Computer Science in High School and Math/Science in Middle School) Program Goal: Number of successful PD completers Number of High school courses offered and run Number Middle school teachers including Code.org curriculum Crowd-sourced resources related to the instruction of computer science data related specifically to Domain 4 (Collegiality and Professionalism) Element #55 Student standardized scores associated with problem solving and computational thinking Page 10

11 Innovation Configuration Self-Assessment Tool (For use by implementers involved in the initiative) Please review the innovation configuration components, desired outcomes, and described behaviors. for each desired outcome the level that most closely describes your current practice. Place an x in the box for the appropriate level. 5 Component 1 Desired Outcome Component 2 Desired Outcome Component 3 Desired Outcome Component 4 Desired Outcome Component 5 Desired Outcome What do I need to move to the next level? Page 11

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