Blog Post

Standards for CS Teachers: Equity in CS

Hello fellow computer science educators! I had the honor of working with Vanessa Jones to co-launch the CS for All Teachers Equity and Access discussion group this year. A recurring theme as Vanessa and I helped to launch the group, as well as facilitating the Scaling Inclusive and Effective CS Pedagogy course, was that conversations about equity and inclusion are deeply personal. This work starts with ourselves and focusing on our own personal, local, and immediate locus of control and influence.

In order to support the work of expanding equitable and inclusive CS teaching, I created the attached as a companion to the CSTA Standards for CS Teachers Standard 2. Equity and Inclusion. This companion resource collection can be a support to CS educators who want to proactively advocate for equity and inclusion in the CS classroom.

To use this companion resource collection, you may choose to first take the CSTA Self-Reflection Checklist, which will give you some ideas of which indicators are possible growth areas. Or, you may also jump around to different indicator sections to see which resources resonate most with the needs of you/your students.

Thank you for considering some supporting resources as you continue to expand equitable and inclusive CS education! A possible next step is to review the CSTA Roadmap for Professional Learning, and also to post your takeaways and next steps in the comments. We are all learning and growing!

 
Andrea Wilson Vazquez is a teacher and innovative instructional coach at an alternative high school outside of Minneapolis, Minnesota, where she specializes in engaging students with a variety of unique learning needs through creative problem solving with technology and maker education. Andrea is also the Director of Educator Training with Code Savvy, a non-profit that empowers youth and educators with knowledge, skills and support to create new things with computer science, while interrupting and counteracting gender, racial and economic gaps in computing.