# Competencies for Secondary Teachers: Computer Science, Grades 4-12

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1 1. Computational Thinking CSTA: Comp. Thinking 1.1 The ability to use the basic steps in algorithmic problemsolving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation). The ability to evaluate ways that different algorithms may be used to solve the same problem. 1.2 The ability to describe the process of parallelization as it relates to problem solving, including describing the concept of parallel processing as a strategy to solve large problems. 1.3 The ability to use the process of order of operations, integer division, and mod. 1.4 The ability to define an algorithm as a sequence of instructions that can be processed by a computer and to demonstrate an understanding of the basic characteristics uses, and practical applications of algorithms by: Acting out searching and sorting algorithms. Explaining how sequence, selection, iteration, and recursion are building blocks of algorithms. Explaining the value of heuristic algorithms to approximate solutions for intractable problems. Critically examining classical algorithms and implement an original algorithm. Evaluating algorithms by their efficiency, correctness, and clarity. 1.5 The ability to describe and analyze a sequence of instructions being followed (e.g., describe a character s behavior in a video game as driven by rules and algorithms). 1.6 The ability to represent data in a variety of ways including text, sounds, pictures, and numbers. 1.7 The ability to use visual representations of problem states, structures, and data (e.g., graphs, charts, network diagrams, flowcharts). 1.8 The ability to interact with content-specific models and

2 simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research. 1.9 The ability to evaluate what kinds of problems can be solved using modeling and simulation The ability to analyze the degree to which a computer model accurately represents the real world The ability to decompose a problem through the use of abstraction into sub problems or by defining new functions and classes and to discuss the value of abstraction to manage problem complexity The ability to understand the notion of hierarchy and abstraction in computing including high level languages, translation, instruction set, and logic circuits The ability to examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions The ability to provide examples of interdisciplinary applications of computational thinking, such as describing how computation shares features with art and music by translating human intention into an artifact The ability to use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts The ability to describe a software development process used to solve software problems (e.g., design, coding, testing, verification) The ability to compare techniques for analyzing massive data collections The ability to describe the relationship between binary and hexadecimal representations The ability to analyze the representation and trade-offs among various forms of digital information The ability to describe how various types of data are stored in a computer system The ability to use modeling and simulation to represent

3 2. Collaboration CSTA: Collaboration and understand natural phenomena The ability to classify problems as tractable, intractable, or computationally unsolvable The ability to compare and contrast simple data structures and their uses (e.g., arrays and lists) The ability to discuss the interpretation of binary sequences in a variety of forms (e.g., instructions, numbers, text, sound, image) The ability to use models and simulations to help formulate, refine, and test scientific hypotheses The ability to analyze data and identify patterns through modeling and simulation The ability to demonstrate concurrency by separating processes into threads and dividing data into parallel streams. 2.1 The ability to demonstrate a knowledge of communication and collaboration tools for everyday needs by Applying productivity/multimedia tools and peripherals to group collaboration and support learning throughout the curriculum. Collaboratively designing, developing, publishing, and presenting products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum concepts. 2.2 The ability to demonstrate a knowledge of techniques used to develop software collaboratively by Evaluating programs written by others for readability and usability. Use collaborative tools to communicate with project team members (e.g., discussion threads, wikis, blogs, version control, etc.). Using project collaboration tools, version control systems, and Integrated Development Environments (IDEs) while working on a collaborative software project. 2.3 The ability to demonstrate a knowledge of the software life cycle process by participating on a software project team.

4 3. Computing Practice & Programming CSTA: Collaboration 3.1 The ability to select appropriate tools and technology resources to accomplish a variety of tasks and solve problems (e.g., editing databases). 3.2 The ability to create and organize Web pages through the use of a variety of web programming design tools. 3.3 The ability to use mobile devices/emulators to design, develop, and implement mobile computing applications. 3.4 The ability to select appropriate file formats for various types and uses of data. 3.5 The ability to describe a variety of programming languages available to solve problems and develop systems. 3.6 The ability to design, develop, publish, and present products (e.g., webpages, mobile applications, animations, and database managers) using technology resources that demonstrate and communicate curriculum concepts. 3.7 The ability to implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables, and functions (e.g., if, if-else, multi-branching). 3.8 Knowledge of cyber security issues, including personal information security, password security, encryption, and secure transactions. 3.9 The ability to explain the principles of security by examining encryption, cryptography, and authentication techniques, and to deploy these principles through implementation The ability to collect and analyze data that is output from multiple runs of a computer program and move data from one program to another The ability to use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing) 3.12 The ability to apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

5 4. Computers & Communication Devices CSTA: Comp. & Com. Dev The ability to use Application Program Interfaces (APIs) and libraries to facilitate programming solutions The ability to explain the program execution process, including the difference between compilers and interpreters The ability to use advanced tools to create digital artifacts (e.g., web design, animation, video, multimedia) Knowledge of procedural and object-oriented programming The ability to explore principles of system design in scaling, efficiency, and security The ability to use data analysis to enhance understanding of complex natural and human systems The ability to deploy various data collection techniques for different types of problems. 4.1 The ability to demonstrate proficient computer use by Using appropriate, accurate terminology when communicating about technology. Applying strategies for identifying and solving routine problems that occur during everyday computer use. 4.2 The ability to demonstrate a knowledge of components of computer organization by Identifying and describing hardware Understanding the relationship between hardware and software Identifying and describing various forms of input and output Identifying and describing the effect of computer hardware on computational capabilities 4.3 The ability to demonstrate knowledge about computational processors appearing in many devices such as traditional computers; computers embedded in mobile devices and vehicles (e.g., cell phones, automobiles, airplanes) and their unique features; and various computing devices and their limitations and

6 5. Community, Global, and Ethical Impacts CSTA: Community, Global, and Ethical Impacts applications. 4.4 Knowledge of the relationship between the operating system and the hardware, the effect of operating systems on the choices for available application software and tools, and techniques for moving data between different operating systems 4.5 The ability to demonstrate a knowledge of networks and the Internet including Issues that impact network functionality, How to work in a networked environment, How the Internet facilitates global communication using a variety of devices, An awareness of security and privacy issues related to networked information and an awareness of best practices 4.6 The ability to describe ways in which computers can solve problems that previously required human effort including: Knowledge of how computers can model intelligent behavior (e.g., vision, speech, game playing, etc.) Knowledge of how computers can be used to solve business problems Knowledge of how computers can be used for social and entertainment 5.1 The ability to exhibit legal and ethical behaviors when using information and technology and discuss the consequences of misuse. 5.2 The ability to compare and analyze the positive and negative impacts of technology and computing on human culture (e.g., social networking, delivery of news and other public media, and intercultural communication). 5.3 The ability to evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

7 ISTE: 1.d. 5.4 The ability to describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing). 5.5 The ability to discuss how the unequal distribution of computing resources in a global economy raises issues of equity, access, and power. 5.6 Knowledge of the role computer science plays and its impact in the modern world by Demonstrating an understanding of the social, ethical, and legal issues and impacts of computing, and attendant responsibilities of computer scientists and users Analyzing the contributions of computer science to current and future innovations in sciences, humanities, the arts, and commerce 5.7 The ability to discuss the impact of computing technology on business and commerce (e.g., automated tracking of goods, automated financial transactions, e- commerce, cloud computing). 5.8 The ability to describe the role that adaptive technology can play in the lives of people with special needs. 5.9 The ability to describe strategies for determining the reliability of information found on the Internet The ability to differentiate between information access and information distribution rights The ability to describe how different kinds of software licenses can be used to share and protect intellectual property The ability to discuss the social and economic implications associated with hacking and software piracy The ability to describe different ways in which software is created and shared and their benefits and drawbacks (commercial software, public domain software, open source development) The ability to describe security and privacy issues that relate to computer networks.

8 ISTE: 3.a.1 APCS: L.O Computer Science Field Experience 5.15 The ability to design environments that promote effective teaching and learning in computer science classrooms and online learning environments and promote digital citizenship by Promoting and modeling the safe and effective use of computer hardware, software, peripherals, and networks 5.16 The ability to analyze the beneficial and harmful effects of computing innovations The ability to summarize how financial markets, transactions, and predictions have been transformed by automation The ability to summarize how computation has revolutionized the way people build real and virtual organizations and infrastructures The ability to identify laws and regulations that impact the development and use of software The ability to analyze the impact of government regulation on privacy and security The ability to use a variety of multimedia tools and peripherals to support personal productivity and learning throughout the curriculum. 6.1 Field experiences and supervised clinical practice are direct, substantial, and of high quality. 6.2 Field experiences and supervised clinical practice shall be divided between grades 4-8 and 9-12, with no less than 25% of the total experiences completed in either grade range. 7. Disciplinary Literacy CCSS-ELA Reading in Science and Technical Subjects, Grades 4-12 Reading competencies for literacy in science and technical subjects for grades 4-12 include the ability to read informational texts in science and technical subjects closely and critically to analyze the key ideas and details as well as craft and structure with the purpose of integrating knowledge and ideas both within and across texts by 7.1 Citing specific textual evidence to support analysis of

9 science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account 7.2 Determining the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms 7.3 Following precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, analyzing the specific results based on explanations in the text 7.4 Determining the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 4-12 text and topics 7.5 Analyzing how the text structures information or ideas are organized into categories or hierarchies, demonstrating understanding of the information or ideas 7.6 Analyzing the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved 7.7 Integrating and evaluating multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem 7.8 Evaluating the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information 7.9 Synthesizing information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible 7.10 Reading and comprehending a variety of scientific and

10 technical documents appropriate for instruction within the 4-12 text complexity band Writing in History/Social Studies, Science, and Technical Subjects, Grades 4-12 Writing competencies for literacy in history/social studies, science, and technical subjects for grades 4-12 will be demonstrated by 7.11 Writing arguments focused on discipline-specific content by Introducing precise, knowledgeable claim(s), establishing the significance of the claim(s),distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence Developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. Using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarification of the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Providing a concluding statement or section that follows from or supports the argument presented

11 7.12 Writing informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes by Introducing a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension Developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic Using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts Using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers Providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic) 7.13 Producing clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 7.14 Developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

12 7.15 Using technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information 7.16 Conducting short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, demonstrating understanding of the subject under investigation 7.17 Gathering relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assessing the strengths and limitations of each source in terms of the specific task, purpose, and audience, integrating information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source, and following a standard format for citation 7.18 Drawing evidence from informational texts to support analysis, reflection, and research 7.19 Writing routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

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