Statewide Awareness
Establish statewide public awareness for what computer science is and why it is important for students to develop related knowledge and skills. Work with cross-sector partners to create a shared vision, definitions, goals, and desired outcomes.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
1.1 |
Develop and share a vision for Computer Science instruction in Maine PreK-12 schools |
DOE, teacher leader cohort, partners |
2020-2021 |
|
1.2 |
Identify and share a list of essential learning outcomes and transferable skills that should be developed by students because of Computer Science instruction |
DOE (conversations between educators and industry partners) |
2021-2022 |
|
1.3 |
Establish “Look Fors” to help educators/students identify evidence of learning as a result of computer science instruction and “Look Fors” to help administrators support educators who are teaching computer science |
DOE, teacher leader cohort |
Spring 2022 |
|
1.4 |
Design and implement a research study to track progress toward achieving the goals |
DOE, leadership team |
Fall 2021 |
|
1.5 |
Establish an advisory board composed of educators and administrators from Maine schools and higher education as well as other stakeholders |
DOE, advisory board, districts |
Spring 2022 |
|
1.6 |
Orchestrate awareness campaigns (social media, community events, etc.) |
DOE, districts, teacher leader cohort, partners |
Ongoing |
Coordinate Efforts
Coordinate computer science related efforts in order to connect people and organizations to each other and to students, educators, and schools, and to align resources toward a common goal.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
2.1 |
Establish a clearinghouse of freely available resources for computer science instruction |
DOE, teacher leader cohort, partners |
2021-2022 |
|
2.2 |
Facilitate connections between districts and educators with invested groups (higher education, nonprofits and businesses) |
DOE, teacher leader cohort, advisory board, schools and districts, higher education, partners |
Ongoing |
|
2.3 |
Establish a list of organizations that can provide additional (non-financial) support |
DOE, teacher leader cohort, advisory board, partners |
Summer 2022 |
|
2.4 |
Establish a grant program that provides funds/materials to get high need schools to the minimum required to offer computer science |
DOE |
2021 |
|
2.5 |
Explore, and if necessary, establish long term plan for teacher preparation and credentialing (micro-credentials, courses, certificates, endorsements, or certifications) |
DOE and higher education partners |
2021-2022 |
|
2.6 |
Establish model policies for computer science as a local graduation requirement, teacher qualifications, etc. |
DOE and association partners |
2021-2022 |
|
2.7 |
Explore creating a pathway similar to a CTE pathway for students interested in computer science |
DOE, teacher leader cohort |
2021-2022 |
|
Resources Needed:
|
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Computer Science and Graduation
Count high school level computer science courses toward a local graduation requirement that is above and beyond the state mandated graduation requirements; districts will determine both local graduation requirement substitution as well as the criteria for these computer science courses.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
3.1 |
Ensure all students are notified of computer science instruction opportunities |
Districts and schools |
Ongoing |
|
3.2 |
Notify school administration, computer science teachers and students of course opportunities for students |
DOE, districts, higher education |
Ongoing |
|
3.3 |
Determine and share with students the ways in which a computer science course can count toward a local graduation requirement |
DOE, districts, advisory board, higher education |
Ongoing |
|
3.4 |
Develop and share resources that educators can use to guide the development of a high school course |
DOE, advisory board |
2021-2022 |
|
3.5 |
Lead online methods course with yearlong PLC for teachers |
DOE, districts, higher education |
2021-2022 |
|
3.6 |
Provide an online computer science class that’s free and available to all public high school students in the state, in addition to the computer science programming provided by local school districts.
|
DOE, districts, higher education, partners |
2021-2022 |
|
Resources Needed:
|
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Professional Learning
Provide professional learning to PreK-8 teachers in computer science instruction that is integrated into the pre-existing requirements of each grade level and shows a progression of learning with a clear increase in rigor.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
4.1 |
Establish a cohort of regional teacher leaders |
DOE, teacher leader cohort |
2021-2022 |
|
4.2 |
Share models with respect to district size and location. |
DOE, teacher leader cohort |
Ongoing |
|
4.3 |
Model integrating computer science with other content areas |
DOE, teacher leader cohort, and districts |
Ongoing |
|
4.4 |
Provide models which incorporate differentiated instruction that address all learners |
DOE, teacher leader cohort, and districts |
2021 |
|
Resources Needed:
|
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Guidance
Ensure educators have clear and consistent district-wide guidance on desired learning outcomes through district selected computer science standards.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
5.1 |
Offer SAUs a menu of suggested standards to choose from or criteria from which they can develop their own criteria from which they can develop their own |
DOE, teacher leader cohort, partners, schools and districts, regional superintendent associations, Maine Principals Association, regional curriculum coordinators associations |
2021-2022 |
|
5.2 |
Create a capacity matrix for meeting HS and PreK-8 goals by self-assessing |
DOE, teacher leader cohort, schools and districts, regional superintendent associations, Maine Principals Association, regional curriculum coordinators associations |
2021-2022 |
|
5.3 |
Maine DOE content specialists will work with teachers to identify where computer science standards intersect with the content areas of the Maine Learning Results |
DOE, districts, intersections team |
Ongoing |
|
5.4 |
Provide professional learning opportunities for administrators and curriculum coordinators |
DOE, regional superintendent associations, Maine Principals Association, regional curriculum coordinators associations |
Ongoing |
|
Resources Needed:
|
|||
Implementation
Encourage each district to develop an implementation plan to ensure all students have access to high quality computer science instruction to prepare them for success in college, career, and civic life.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
6.1 |
Provide guidance and support for districts as they develop implementation plans |
DOE, regional superintendent associations, Maine Principals Association, regional curriculum coordinators associations, districts, teacher leaders cohort |
Ongoing |
|
6.2 |
Develop “Like me” models with respect to delivery approach, school size and geography, etc. |
DOE, teacher leader cohort, districts, regional superintendent associations, Maine Principals Association, regional curriculum coordinators associations |
Ongoing |
|
6.3 |
Develop a SAU implementation plan capacity matrix for self-assessment |
DOE, teacher leader cohort, districts, regional superintendent associations, Maine Principals Association, regional curriculum coordinators associations |
2021-2022 |
|
6.4 |
Develop suggested pathways for teachers of other content who want to teach computer science |
DOE, districts, higher education, interested teachers |
2021-2022 |
|
Resources Needed:
|
|||
Sharing Success
Invite districts to share the progress toward achieving the vision by sharing their successes on their computer science implementation plan and requesting professional learning.
|
Number |
Activities |
Involved Parties |
Timeline |
|---|---|---|---|
|
7.1 |
Develop HS goal capacity matrix for self-assessment |
DOE, teacher leader cohort, districts, advisory board |
Fall 2022 |
|
7.2 |
Develop PreK-8 goal capacity matrix for self-assessment |
DOE, teacher leader cohort, districts, advisory board |
Fall 2022 |
|
7.3 |
Establish an advisory board (who will monitor progress toward state plan, serve as ambassadors, help draft legislative reports, approve grant funding) |
DOE, advisory board |
Fall-Spring 2021-2022 |
|
7.4 |
Assist with statewide, regional and districtwide capacity studies to guide decision-making and adjustments |
DOE, advisory board |
Spring 2020 and ongoing until 2028 |
|
7.5 |
Continuously identify needs and target them with appropriate supports |
|
Ongoing |
|
Resources Needed:
|
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