AE.A4 University of California (UC) and California State University (CSU) Systems Incentivize students to take computer science courses by counting it towards college admission eligibility. Board of Admissions and Relations with Schools designates computer science courses other than in area G—college preparatory electives. Within 1 year Providing access to computer science in both college and career pathways [EC 53311.3b] # Responsible Entity Strategy Evidence of Success Timeframe AE.B1 Districts and/or COEs High schools offer “A–G” approved computer science course sequences that begin with an introductory level course and includes an Advanced Placement or college-level course. All high schools offer a sequence of “A–G” approved computer science courses. Within 5 years
# Responsible Entity Strategy Evidence of Success Timeframe ES.A3 Districts and COEs Create Communities of Practice (COPs) with computer science teachers and other teachers aiming to integrate computer science into their discipline. County offices create a COP for small districts to ensure they have colleagues with whom to share. All schools offer regular collaboration time during the year to share practices on integrating computer science, especially at the elementary level. Computer science teachers and teachers interested in integrating computer science into their discipline connect with professional colleagues with whom they can share information and experiences and learn from each other. Computer science teachers and other teachers integrating computer science into their discipline actively participate in the COPs. 2–4 years ES.A4 Districts and COEs Engage teachers in hands on experiences so they can see examples of activities they may want to do with students. Provide places and opportunities on sites or central locations for borrowing computer science materials. Increased funding for computer science materials and professional development. Central locations for borrowing computer science materials are created and maintained. 2–4 years
# Responsible Entity Strategy Evidence of Success Timeframe ES.A5 Districts and COEs Instructional leaders are to offer equity-minded professional development to increase knowledge and confidence in teaching and/or integrating computer science and models of what this looks like in classrooms and provide the pedagogy so teachers can implement computer science confidently and effectively. Increasing numbers of teachers attending professional learning opportunities. Self-efficacy surveys and/or administrator/peer observation to determine teachers’ implementation of and confidence with teaching computer science. 2–5 years ES.A6 Districts and COEs Provide professional development programs for in-service teachers to learn how to teach concepts and practices aligned to the California computer science standards, differentiated for grade and skill levels. Teachers regularly integrate the California computer science standards in their classes as evidenced by student-developed artifacts or administrator/peer observations. 2–5 years
# Responsible Entity Strategy Evidence of Success Timeframe ES.A10 IHEs Create and/or curate professional development programs that result in college credit that could be applied towards meeting the supplementary authorization in computer science. Growth in participation of programs throughout the state, including at community colleges, CSUs, UCs, and other IHEs. Emergence of new computer science teacher preparation programs. Computer science classes for professional programs will transfer for lower division computer science courses. 1–5 ES.A11 CCTC The CCTC provides a directory of IHEs that self-report coursework fulfilling the requirements for the computer science supplementary authorization. Teachers can easily identify which institutions provide programs that fulfill requirements leading to a computer science supplementary authorization. 1–5 years ES.A12 IHEs, Districts, COEs, and the CDE Develop face-to-face professional development opportunities including computer science content and pedagogy for teachers. Develop statewide online modules to increase access to computer science content and pedagogy for teachers when face-to-face programs are not accessible. All teachers who want to learn computational thinking and computer science content and pedagogy have access to either face-to-face or online professional development opportunities. Modules and professional development opportunities are made available to teachers. IHEs with districts/COEs to disseminate the opportunities to teachers. 2–3 years
# Responsible Entity Strategy Evidence of Success Timeframe ES.A13 Industry, Districts, and COEs Industry develops or establishes stronger partnerships with schools and teacher preparation programs with the purpose of students gaining career exposure, industry becoming invested stakeholders in developing their future workforce, and building awareness of computer science teacher shortage to create sustainable teacher capacity. Expand upon current industry programs that place professionals to support computer science teachers. Increased number of experiences in which industry interacts with students and teachers. Increased experiences for students to gain awareness of computer science applications in careers. 2–5 years ES.A14 Legislature/ UCs Fund the University of California, Office of the President to expand the California subject matter projects with the addition of a new computer science subject matter project. Computer science subject matter project exists. Within 3 years ES.A15 Legislature/ CDE Fund the CDE to ensure adequate staff support for computer science implementation and to provide technical assistance LEAs. CDE staff person with computer science expertise is in place. 1–2 years Creating a teacher certification pathway in computer science [EC 53311.1b]
# Responsible Entity Strategy Evidence of Success Timeframe ES.B1 CCTC The CCTC should develop a transition plan to increase access to a computer science supplementary authorization. As we build capacity to meet demand over the next seven years, the state should evaluate high quality professional development offerings as a means of being authorized to teach computer science. For a limited time, make exceptions to the General Education Limited Authorization Program requirements for teachers working towards an authorization to teach computer science by extending the period of validity to five years and without requiring annual application fees. Increasing number of teachers pursuing authorization to teach computer science (either the supplementary authorization or one of the single-subject credentials authorized to teach computer science). Immediately ES.B2 CCTC Develop a computer science strand in the Industrial and Technology Education (ITE) single-subject credential (which could be renamed Information Technology Education) Increasing number of ITE credentialed teachers qualified (not just authorized) to teach computer science. 1–2 years
# Responsible Entity Strategy Evidence of Success Timeframe ES.B3 CCTC Develop and pass legislation to fund the CCTC to develop a computer science single-subject credential. CCTC should develop a California Subject Examination for Teachers for the computer science credential (which could extend what was done for a computer science strand in ITE) or consider adopting a forthcoming new PRAXIS exam in computer science from the Educational Testing Service. Increasing number of teachers pursuing and then holding a computer science teaching credential, leading to increasing number of computer science course offerings. 2–3 ES.B4 Legislature, CCTC, and IHEs Provide funding to incentivize collaborations between computer science and education departments at community colleges, CSUs, UCs, and IHEs to develop programs for computer science teacher preparation. Computer science professors and instructors should recruit for future K–12 computer science teachers. Increasing number of computer science graduates planning a career path in teaching K–12 computer science. 2–3 # Responsible Entity Strategy Evidence of Success Timeframe
Expanding scholarship eligibility and loan forgiveness programs for computer science teachers in low-income and underserved school districts and rural and urban school districts [EC 53311.1c] # Responsible Entity Strategy Evidence of Success Timeframe ES.C1 Legislature Establish a grant program for teachers to support the completion of course work for the computer science supplementary authorization, with additional incentive for teachers who work in schools identified in statute. Increased number of teachers awarded the computer science supplementary authorization in schools identified in statute. 2–3 years ES.C2 Legislature Establish a loan forgiveness program to incentivize clear credentialed teachers to teach computer science in schools identified in statute. Increased number of teachers awarded the computer science supplementary authorization in schools identified in statute. 2–3 years (in conjunction with establishing the computer science credential) Scaling Up K–12 Computer Science Education in California # Responsible Entity Strategy Evidence of Success Timeframe SI.1 Legislature/ CDE Designate funding for a campaign to communicate the California K–12 computer science standards and implementation plan to LEAs, families, and other stakeholders with an emphasis on the future of work, labor demand, and career Political leaders speak out about the importance of computer science education and how it can be implemented. Deliverables from communication campaign will be evident. Stakeholder organizations develop their own communications toolkits, based on state-provided 1–2 years