leadership toolkit first edition

Table of Contents
Innovative

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Computational Thinking in K–12 Education
leadership toolkit

Table of Contents
first edition

A Introduction to CT Leadership Toolkit ..............................................................................4

B The Case for CT ...............................................................................................................7

C Resources for Creating Systemic Change .....................................................................11

1. Operational Definition .................................................................................................13

2. CT Vocabulary and Progression Chart .................................................................14–15

3. A Model for Systemic Change ...................................................................................17

4. Implementation Strategies Guide ...............................................................................21

5. Talking Points for Stakeholder Groups .......................................................................41

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 Special Thanks
The International Society for Technology in Education (ISTE) and the Computer Science Teachers Association (CSTA) thank

T
the National Science Foundation (NSF) for its generous support of this work, with a special thanks to NSF program officers
Joan Peckham and Harriet Taylor.
We also want to thank the people who engaged with us to define computational thinking for a K–12 audience and
contributed to the development of resources to help educators understand, value, and implement computational thinking
in K–12 education.

Thought Leaders and Practitioners

Sheryl Abshire, Calcasieu Parish Public School Joyce Malyn Smith, Education Development Center
Brandy Anderson, Folsom Lake College Bonnie Mendenhall, California State University at San Marcos
Josh Block, Horace Greely High School Christopher Michaud, Nebo Elementary School
Gail Chapman, University of California at Los Angeles Loretta Moore, Jackson State University
Steve Cooper, Stanford University Jim Nazworthy, Lee’s Summit High School
Jill Denner, ETR Associates Youwen Ouyang, California State University at San Marcos
Celia Einhorn, New Mexico Supercomputing Challenge Helen Padgett, Arizona State University
Mike Erlinger, Harvey Mudd College Namrata Pandya, Illinois Math & Science Academy
Betsy Frederick, New Mexico Supercomputing Challenge Rich Pattis, University of California, Irvine
Chris Fuller, Urbana School District #116 Gladys Phillips Evans, Association of California School Administrators
Paula Garrett, Illinois Math & Science Academy Jim Pollard, Intel Education
Jim Gerry, Illinois Mathematics & Science Academy Cathy Poplin, Arizona Department of Education
Gary Hartley, Folsom Lake College Jane Prey, Microsoft Research
Kathy Hayden, California State University at San Marcos Steve Rainwater, University of Texas at Tyler
Melissa Hill-Seifman, Miami Valley Career Technology Center Paul Reinhart, Conneaut Elementary School
Michelle Hutton, Stanford University Jennifer Rodriguez, PBS Kids Interactive
Maggie Johnson, Google Inc. Anita Rutlin, Madison County Schools
Peggy Kelly, California Polytechnic State University Deborah Seehorn, North Carolina Department of Public Instruction
Joe Kmoch, Washington High School Mark Shibles, University of Connecticut
Janet Kolodner, Georgia Institute of Technology Greta Smith, Buhler USD 313
Tim Korb, Purdue University Lawrence Snyder, University of Washington
Jean Korder, Urbana School District #116 Dan Teague, North Carolina School of Science & Mathematics
Janice Kraus, Compass Consulting Chinma Uche, Greater Hartford Academy of Mathematics & Science
Irene Lee, Santa Fe Institute Suzanne Westbrook, University of Arizona

Steering Committee
Leslie S. Conery, PhD, Co-Principal Investigator, ISTE John Harrison, Princess Anne High School
Chris Stephenson, PhD, Co-Principal Investigator, CSTA Jayne James, EdD, ISTE
David Barr, PhD, Illinois Math and Science Academy Carolyn Sykora, ISTE
Valerie Barr, PhD, Union College

© 2011. Computer Science Teachers Association (CSTA) and the International Society for Technology in Education (ISTE).
2 This material is based on work supported by the National Science Foundation under Grant No. CNS-1030054.
Table of Contents
Laughter
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 A Introduction to Computational Thinking Leadership Toolkit

Table of Contents
Computing, because of its ubiquity and Both CSTA and ISTE had the reach, the In April 2010, we brought together
role in innovation, has become an essential K–12 experience, and the complementary leaders from divergent schools to forge
tool for competition in the increasingly expertise and capacity to design and a consensus operational definition for CT
global knowledge economy. As a result, develop a comprehensive approach. ISTE in K–12 education. We corroborated this
industry, government, and thought leaders and CSTA started with an unwavering operational definition through surveys to
have become increasingly alarmed that principle that all students should teachers, computer scientists, teacher
the United States is beginning to lose demonstrate competency in the basic skills educators, education leaders, and
its innovative and competitive edge of computational thinking by the time they researchers. We received overwhelming
(International Technology Association of graduate from high school. This would affirmation that this definition carved
America, 2003; Sargent, 2004). Policy bring computational thinking into formal out a foundational CT domain for K–12
makers took action. They prioritized education and require teachers at every education. In November 2010, we
science, technology, engineering, and grade level and within all content areas brought together practitioners to draft
mathematics (STEM) education to help to contribute to building their students’ crosscurricular CT learning experiences
reverse the shortfall of students who are computational thinking skills. The goals and develop a prioritized set of strategies
well trained in STEM disciplines. The of the project, titled Leveraging Thought for ensuring all students have the
National Science Foundation (NSF) funded Leadership for Computational Thinking in opportunity to learn these concepts in the
programs to increase the number of K–12 Curriculum, were to: course of their K–12 schooling.
high school graduates taking computer
▪ Build consensus for an operational
science classes. Organizations focused on
engaging more nontraditional students in definition of computational thinking
computing. (CT) that would be meaningful to an
educator audience
In 2006, Jeannette Wing wrote a seminal
▪ Develop prototype crosscurricular CT
article on computational thinking that
said it “represents a universally applicable learning experiences and curriculum
attitude and skill” for everyone. Her vision support materials
helped to inspire pockets of innovation ▪ Create a toolkit that makes the case for
across the country that could serve CT for all
as models for achieving the goal, but
nationwide adoption required a more ▪ Prioritize strategies that build traction for
systemic approach. The NSF called on CT in primary and secondary education
ISTE and CSTA for assistance.

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 Table of Contents
Because CT is essential for all students, The materials contained in the CT
we have developed this Computational Leadership Toolkit are meant to help
Thinking Leadership Toolkit, which educational and community leaders
includes: learn more about CT and make the
case for developing a new generation of
▪ The Case for Computational Thinking.
disciplined, creative thinkers who know
This describes the power of CT, why how to harness the power of computing
CT is important for all students, and for problem solving. Its companion is the
why CT is important now. CT Teacher Resources, which provide
▪ Resources for Creating Systemic examples and guides for teachers who
Change. For CT to reach all students, want to implement CT in their classrooms.
changes must be made at all ISTE and CSTA encourage readers to
educational and policy levels. download these materials and distribute
This document includes: them far and wide.

• Operational Definition of
Computational Thinking for K–12
Education

• Computational Thinking Vocabulary

and Progression Chart

• A Model for Systemic Change

• Implementation Strategies Guide

• Talking Points for Stakeholder

Groups

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Inspire

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B The Case for CT

Table of Contents
Not long ago, it would have been understanding and endeavor. Profound technology have brought about and to
hard to imagine a mobile device with leaps of innovation and imagination have make their contributions for solving the
the speed and power of a desktop led to the decoding of the human genome, “grand challenges of the 21st century,” as
computer in the hands of administrators, translations of ancient languages, and the Obama administration calls them.
teachers, and students. Only the most systems to track and warn citizens of Former World Bank Vice President Jean-
forward-thinking of us could envision dangerous weather systems. Pioneering Francois Rischard includes global warming,
the potential of the World Wide Web students are creating their own biodiversity, poverty, and infectious
in its earliest days of static webpages. applications and online games for fun. diseases among other global problems in
Back then, the web was more Those with an entrepreneurial spirit are his book High Noon: 20 Global Problems,
reminiscent of brochures than what it creating new technologies and services 20 Years to Solve Them. Empowering
is today—the place for information and (e.g., Mark Zuckerburg’s Facebook, is one students with CT skills will help bring CT to
primary resources, communication and of the most widely known, with more than bear on these challenges and others and
publishing, collaboration and learning, 250 million users). Computing’s potential get us closer to solving some of the most
creating, and socializing. for innovation and creative, new designs is intractable problems of our time.
limitless.
These innovations and many more Our goal is to prepare young learners
are made possible by computing The promise of CT is that it can improve to become computational thinkers who
technology and were brought to us problem solving and critical thinking by understand how today’s digital tools
by computer scientists, computer harnessing the power of computing. It can help solve tomorrow’s problems.
engineers, and designers. will help expand our capacity to solve Our current task must be to find better
problems at a scale never before imagined, ways of envisioning the potential for CT
Computational thinkers are the using strategies that have not yet been across all disciplines and find ways to
creators, designers, and developers available to us. Students will need to learn facilitate learning across and between
of the technology tools and systems and practice new skills—CT skills—to these disciplines so that we can provide
that are now contributing to major take full advantage of the revolutionary students with the skills they need to solve
advances in almost every field of human changes that the rapid changes in our current and future challenges.

“We are currently preparing students for jobs that don’t yet exist,
using technologies that haven’t been invented, in order to solve problems
we don’t know are problems yet.”
—From Did You Know? by Karl Fisch, Arapahoe High School, Colorado
(http://theclosetentrepreneur.com/karl-fischs-did-you-know-presentation-remix)
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 The Case for CT

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CT in K–12 Education.
Who Uses CT? Why Is CT Important?
▪ A writer who researches a topic on the CT is an approach to solving a problem It is difficult to find an occupation or
internet and stores his notes in a laptop that empowers the integration of digital avocation where workers and technology
database technologies with human ideas. It does do not interact. We all need to understand
not replace an emphasis on creativity, how, when, and where computers and
▪ A hobbyist who designs custom reasoning and critical thinking, but other digital tools can help us solve
bicycle gears, then has a local shop it re-emphasizes those skills while problems, and we all need to know how
produce them with computerized highlighting ways to organize to communicate with others who can
machining tools a problem so that a computer can help. assist us with computer-supported
▪ An entrepreneur who uses online U.S. It extends and refocuses human solutions. CT can help students realize
Census data to estimate the market creativity and critical thinking by allowing that computers can automate solutions
potential of a new product the computer to extend and refocus that solve problems more efficiently and
one’s problem-solving capacity. extend their own thinking.
▪ A movie director who plans the opening
ceremony for the Summer Olympics, CT undergirds state standards in all Educating students in CT is not primarily
incorporating the same control system subjects to enhance a learner’s ability to meant to lead to jobs in the field of
used in space missions (an LED screen solve problems and engage in higher- computer science, but those students
with 44,000 elements) and 3,000 order thinking. Students engage in who do follow that path will be much
disciples of Confucius CT when they use algorithms to solve better prepared for their college courses
problems and enhance problem solving when the CT skills and dispositions are
▪ A student who is writing a paper with computing. They engage in CT engrained as habits. With computer
and starts with her high-level thesis, when they analyze text and construct science enrollments declining, a pipeline
articulates what she plans to argue in complex communications. They engage into this high-paying, in-demand
the paper, makes an outline, and refines in CT when they analyze large data sets occupation will benefit students, the
her work repeatedly and identify patterns as they conduct institutions of higher education, and
scientific investigations. the country.
▪ A computer scientist who develops
models and simulations to represent
complex biological systems

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 The Case for CT

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What Can I Do? As a Leader, You Can Help Make CT a Reality.
Because we can expect that every student If you are a teacher, you know that students already learn many elements
will rely on computing in some way to of the set of CT skills, but they are not delivered in a uniform vocabulary or
amplify his or her skills, we must ensure within a unified framework. For example, middle school algebra students
that all students have the opportunity to learn to move from solving specific problems to deriving general formulas.
learn the basics of CT during their K–12 Adding a CT component to the middle school algebra curriculum would
education. Indeed, in her groundbreaking make the abstraction involved in formula creation more apparent by using
article Jeanette Wing argued “Ubiquitous the term and by showing how a spreadsheet uses this same abstraction
computing was yesterday’s dream that as a formula in a cell. Similarly, a student who learns how to create and use
became today’s reality; computational styles in a word processing document is using an abstraction of formatting
thinking is tomorrow’s reality.” options. Using that term will help the student see that creating a formula in
mathematics is conceptually similar to creating styles in writing.

We can begin to introduce CT into the classroom immediately. Teachers

who include critical thinking in their projects can adopt the CT vocabulary
where appropriate and add those skills that are unique to CT where they
can. Most important, they should shine a light on how computers are
increasing the capacities of their students.

As a district leader or principal, know that CT can be integrated across the

curriculum and at every age without creating and implementing a whole
new curriculum. CT can be embedded in the current curriculum. As a
leader at the state level, know that CT enhances other educational reform
efforts, such as STEM, NETS, Common Core, and 21st century skills, and
it complements critical-thinking skills. As a parent, know that the world our
children inherit will be vastly different than the one bestowed on us, with
new opportunities and challenges. CT skills will help them compete and
succeed in the digital age.

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Beauty

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C Resources for Creating Systemic Change

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As a leader who
recognizes the value of
CT, these materials will
1 Operational Definition of CT for K–12 Education
ISTE and CSTA achieved consensus among educators in the field around core skills and dispositions that
describe what CT skills all students should have when they graduate from high school.
help you introduce CT
to colleagues, parents,
and the community. The
following components are
2 CT Vocabulary and Progression Chart
This chart “unpacks” the operational definition by listing CT concepts implicit in the operational definition,
as well as “bite-sized” examples at each grade band and in multiple content areas. While not a scope and
meant to help develop sequence of skills, the chart shows a progression of CT activities that grow more sophisticated as students
an understanding of CT progress through their education.
and provide a context for
the systemic change that
will need to happen to
make CT for all a reality.
3 A Model for Systemic Change
CT skills are vital to all students as we work to raise the level of achievement, prepare students for
global competitiveness, and blend academics with real life. Successful adoption and integration of
They include prioritized CT requires positioning it to meet the needs of K–12 school improvement initiatives as well as higher
strategies and talking education teacher preparation and graduate programs that can prepare a globally competent and
points for important competitive workforce.
stakeholder groups:
teachers, principals,
school district staff, state, 4 Implementation Strategies Guide
For each of the actions from the list of strategies, we describe the activities, outcomes, and indicators for
and federal-level policy each group of stakeholders. It includes short-term, mid-term, and long-term strategies as well as potential
makers, students, parents, partners for each activity.
school boards, the general
public, media, schools of
education, and industry. 5 Talking Points for Stakeholder Groups
This includes targeted messages to advocate for CT among various groups.

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Strength
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1 Operational Definition of CT for K–12 Education

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The International Society for Technology in Education (ISTE) and the Computer
Science Teachers Association (CSTA) collaborated with leaders from higher
education, industry, and K–12 education to develop an operational definition of
CT. The operational definition provides a framework and vocabulary for CT that
will resonate with all K–12 educators.

CT is a problem-solving process that includes

(but is not limited to) the following characteristics:
▪ Formulating problems in a way that enables us to use a computer and other tools to help solve them
▪ Logically organizing and analyzing data
▪ Representing data through abstractions, such as models and simulations
▪ Automating solutions through algorithmic thinking (a series of ordered steps)
▪ Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient
and effective combination of steps and resources
▪ Generalizing and transferring this problem-solving process to a wide variety of problems

These skills are supported and enhanced by a number of dispositions

or attitudes that are essential dimensions of CT. These dispositions or
attitudes include:
▪ Confidence in dealing with complexity
▪ Persistence in working with difficult problems
▪ Tolerance for ambiguity
▪ The ability to deal with open-ended problems
▪ The ability to communicate and work with others to achieve a common goal or solution

© 2011. Computer Science Teachers Association (CSTA) and the International Society for Technology in Education (ISTE).
This material is based on work supported by the National Science Foundation under Grant No. CNS-1030054. 13
 2 CT Vocabulary and Progression Chart

Table of Contents
Definition Grades PK to 2 Grades 3 to 5 Grades 6 to 8 Grades 9 to 12

Data Collection The process Conduct an experiment to find Review examples of writing to Design survey questions to gather Students develop a survey and collect
of gathering the fastest toy car down an identify strategies for writing appropriate information to answer both qualitative and quantitative data
appropriate incline and record the order of an essay. questions (e.g., asking fellow to answer the question: “Has global
information cars across the finish line in a students if they were absent from warming changed the quality of life?”
chart. school in the past month and
whether they were suffering from
the flu).

Data Analysis Making sense Make generalizations about the Categorize strong and weak Produce and evaluate charts Use appropriate statistical methods that
of data, finding order of finishing a toy car race examples of writing samples to from data generated by a digital will best test the hypothesis: “Global
patterns, based on the characteristics of develop a rubric. probe and describe trends, warming has not changed the quality
and drawing the car with a focus on weight. patterns, variations, and/or outliers of life.”
conclusions Test conclusions by adding represented in the chart.
weight to cars to change results.

Data Depicting and Create a chart or a line drawing Match each writing sample to Plot data using different charting Groups of students represent the same
Representation organizing data that shows how the speed of a the rubric and create a chart formats and select the most data in different ways based on a
in appropriate toy car changes when its weight showing which example best effective visual representation position relating to the question: “Has
graphs, charts, is changed. fits in each category of the strategy. global warming changed the quality
words, or images rubric. of life?” Different representations may
result in varying conclusions.

Problem Breaking down Create directions to a location Develop a plan to make the In planning the publication of a Consider the large-scale problem: “What
Decomposition tasks into smaller, in the school by breaking the school “green.” Separate monthly newsletter, identify roles, does it take to become a rock star?”
manageable parts directions down into smaller strategies such as recycling responsibilities, timeline, and Break it into smaller parts. Discuss what
geographical zones. Join the paper and cans, reducing use resources needed to complete variables are within a student’s control
sections of directions together of electricity, and composting the project. and what variables are determined by
into a whole. food waste. outside factors.

Abstraction Reducing With many sizes and colors of Hear a story, reflect on main After studying a period in history, Choose a period in politics that was
complexity to three-sided shapes, the abstract items, and determine an identify symbols, themes, events, most like the current one by analyzing
define main idea is a triangle. appropriate title. key people, and values that are the essential characteristics of the
most representative of the time current period.
period (e.g., coat of arms).

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Definition Grades PK to 2 Grades 3 to 5 Grades 6 to 8 Grades 9 to 12

Algorithms & Series of ordered Create a set of directions Design a board game and Program a robot to find its way Discuss the decision-making process
Procedures steps taken to from the school to the major write instructions to play. Test out of a maze such that given for choosing a college, then create an
solve a problem landmarks in the neighborhood. instructions on peers trying any maze, the robot could exit algorithm that describes that process.
or achieve some to play the game. Refine successfully within a specified The algorithm will be able to handle
end. instructions with feedback from time period. unknown variables, such as where
peers who played the game. friends are attending, availabilty of
financial aid, and admission success,
to come to an unambiguous decision.

Automation Having computers Converse with a classroom in Investigate what automation is Program a sensor to collect Debate the merits of learning skills and
or machines another state or country to learn through real-world examples, pollution data (set timers with information that are rarely necessary
do repetitive or about their culture using Internet- like barcodes, teller machines, probes) and then use a computer today because of automation. These
tedious tasks. based tools to replace writing and library bar codes. program to sort the readings from skills might include long division,
letters. maximum to minimum CO2 levels. deriving square roots, spelling, statistical
formulas, memorizing historic dates, etc.

Simulation Representation After a set of directions has been Create an animation to Use a model of a simple Create a spreadsheet to simulate the
or model of created, act out the steps to be demonstrate the understanding ecosystem to conduct “Birthday Problem” (How many people
a process. sure they are correct. of a process. experiments that answer what must be in a room for there to be at
Simulation also happens to the ecosystem least a 50% chance that at least two

"" involves running

experiments using
if some percentage of the
producers die. The user controls
have the same birthday?). Use the same
model to answer the question for three
" models. the percentage that dies off. people having the same birthday.

Parallelization Organize Based on a set of criteria, break Teachers facilitate in planning Student teams plan production Describe the sequence of activities
resources to the class into two groups. Have team project timelines, of a video, including script, by each of the armies leading to the
simultaneously one group read aloud while the roles, and assignments and props, and roles of the team Battle of Waterloo. Include both physical
carry out tasks to other group provides humming working together to complete in producing the video. Identify activities (e.g., recruit troops) and
reach a common background music. The goal is components (how do we break tasks that will be carried out intellectual activities (e.g., pick troop

4 6
goal. reached, but the whole is better up the tasks, what tasks have simultaneously, and milestones positions).
than the individual parts. to be done sequentially and where they check in, and plan,
others simultaneously, check and put things together.

5
ins, meeting deadlines?).

© 2011. Computer Science Teachers Association (CSTA) and the International Society for Technology in Education (ISTE).
This material is based on work supported by the National Science Foundation under Grant No. CNS-1030054. 15
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3 A Model for Systemic Change

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The concepts and dispositions To begin to bring about the change necessary to bring CT
for CT are at the core of many to all students, remember these four steps.
learning initiatives. It will take CT
change makers/agents to bring
CT into K–12 education. They will
lead efforts to increase awareness
step 1
of CT among both leaders and
practitioners. To build traction for
CT, they will need to work with
decision makers to link CT to
local goals, educational initiatives,
or reform efforts. They will need
to collaborate with teachers
to help them explore grade- step 2
appropriate implementation,
test-drive learning activities, and
connect CT to current practice.

step 3

step 4

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step 1 CT change agents must take the lead and de-
velop an effective conduit to decision makers.
▪ Education leaders and school improvement
teams
▪ Teacher preparation and master’s programs,
including education leadership
▪ Individual teachers
▪ Informal education and after-school programs

step 2
Once change agents have taken the lead, they
must begin building awareness of CT among
teachers and leaders. This will require position-
ing CT skills as part of the solution to current
educational initiatives.

▪ Mapping and aligning to Common Core

standards
▪ Integrate into technology, STEM content,
NETS, and 21st century skills
▪ Extend critical thinking, improve test scores,
address Adequate Yearly Progress

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step 3 Now is the time to begin connecting CT
to innovative educational initiatives that will
build value and understanding. Teachers
and leaders should work to provide an
age-appropriate continuum of resources
to prepare for successful implementation
of CT in the classroom.
▪ CT Vocabulary and developmental sequence
▪ Learning activities and experiences that are
no tech, low tech, or active tech
▪ Curriculum development tool

step 4
Begin the process of putting CT into practice
in the classroom on a regular basis. Teachers
and leaders will create, seek out, and dissemi-
nate PD materials that support CT awareness,
experimentation, adoption, and integration.
▪ CT Teacher Resources
▪ Presentation and webinars
for leaders
▪ Presentation and workshop materials for
teachers
▪ Online units for teachers

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4 Implementation Strategies Guide

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As a CT leader and change Educational Policies that Include CT as Shared Vision and Common Language
agent, you and your colleagues a Part of Every Student’s Education
▪ Help computer science professionals
can participate in multiple ways ▪ Make sure we are sharing a single message demystify the terminology to make it
to bring CT into K–12 education. at the federal, state, and local levels. more widely understandable/inclusive.
This section of the toolkit provides
a list of strategies, accompanied ▪ Make a convincing argument for CT as ▪ Provide descriptions of CT terms and
by short-, medium-, and long- part of the 21st century skills requirements. outcomes that administrators can
term activities, outcomes, and ▪ Build a more extensive (informed) understand.
indicators for each stakeholder community that includes organizations ▪ Help teachers find ways to integrate
group. Consider this resource as that are already active on state standards. CT knowledge/skills with their current
less of a roadmap or a linear path
▪ Leverage professional organizations to knowledge and practice.
for individuals to follow, and more
of a menu of opportunities for advocate at the federal and state levels. ▪ Present ideas and materials in
you to lead or to join others doing ▪ Look for ways to attach CT to existing terms/contexts that teachers will
similar work. policies (look for how to modify existing be comfortable with.
This section, however, also policies rather than focusing on creating ▪ Help all stakeholders understand/see
provides you with the context new policies/legislations). that CT is a core competency in education.
for all of the actions that must
be taken and resources ▪ Work to build CT concepts into the new ▪ Create a strong business case to draw
that must be developed Common Core Standards. industry into the partnership.
for successful implementation ▪ Work to include CT outcomes as part of ▪ Communicate with educators using the
and systemic change. the state-level technology tests. language/terminology that is common in
▪ Ensure that policies for CT engage the educational environment.
students from the beginning of their school ▪ Leverage professional organizations to
experience and provide outcomes that create and disseminate a shared vision.
demonstrate incremental steps.
▪ Include a class on CT across disciplines
(for all teachers) as part of all teacher
preservice preparation programs.
▪ Allow for different models and infusion
strategies (not just wide curricular change).
▪ Advocate to build a CT component into
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School- and District-Level Leadership Inspiring Teachers to Change ▪ Provide fun, simple examples for
Inspired to Change teachers that exemplify how to integrate
▪ Build an incentive or reward structure
▪ Create opportunities for K–12 and CT effectively.
(extrinsic and intrinsic) into the change
postsecondary professionals (faculty, process for teachers (recognize the value ▪ Find ways to help teachers identify
administrators) to talk. of teachers’ personal time). the relevance to CT within their own
▪ Provide materials that will make CT communities.
▪ Find ways to help teachers understand why
understandable and relevant to school CT is important to/good for their students. ▪ Avoid what doesn’t work.
administrators.
▪ Address issues of student engagement
▪ Provide ways for school-level leaders to and achievement.
understand how supporting CT will provide Resources to Support Change
▪ Provide teachers with the PD they need,
the outcomes that teachers believe are ▪ Use multiple methods to deliver
such as summer institutes.
important to their students. curricular materials, including in-person
▪ Build personal relationships with teachers. and web-based social and content-
▪ Influence policies that determine who can
teach so that content experts can become ▪ Identify the “right” teachers who will delivery mechanisms.
K–12 teachers. embrace and model effective change. ▪ Provide websites for independent
▪ Provide professional development ▪ Look for early adopters as examples student activities (self-guided, fun,
(PD) opportunities for school leaders/ to inspire change. non-teacher-directed).
administrators that help them understand ▪ Always model peer support and peer ▪ Identify the needed resources.
CT and the support teachers need to mentoring. ▪ Create PD materials.
implement CT.
▪ Provide course materials. ▪ Test all resources to make sure they
▪ Facilitate school/industry partnerships
▪ Involve teachers in the development actually work.
that will help district school leaders and
of curriculum materials (both computer ▪ Provide a common language to describe
administrators understand the need for
science faculty and K–12 teachers). CT that promotes a common understanding
CT skills in the workforce.
▪ Help teachers make a solid connection and ways to communicate about learning.
▪ Find ways to relate the need for CT in
between CT and their own discipline/ ▪ Create videos that model effective teaching
schools to what is happening/needed
teaching level. of CT concepts.
in individual communities.
▪ Have teachers use free/available computer
models and simulations in their teaching
to help kids understand and appreciate
modeling.

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▪ Provide model activities that incorporate ▪ Provide opportunities for teachers to Access to a Learning Community for
best practices. spend time in industry settings where Ongoing Support
▪ Build an understanding of learning CT skills are valued. ▪ Encourage current associations to
trajectories from learning sciences. ▪ Implementation strategies must include show how CT fits into their current
▪ Hold exhibitions where students can building partnerships that include all standards/work.
showcase their computational projects/ stakeholders. ▪ Ask associations to include a focus on
artifacts and the skills they used to ▪ Provide teachers with the resources CT in their conferences/workshops/PD
develop them. to support their learning. events.

▪ Provide resources that define CT and ▪ Make open-source tools (blogs, wikis,
allow teachers to recognize where they forums) and web-based social networks
Relevant Professional Development and content-delivery systems available
already include it in their teaching.
▪ Facilitate the building and maintenance to school districts so that they can use
▪ PD events must allow teachers from all
of professional learning communities. their networks to make them available to
disciplines to spend time with computer
▪ Provide continued and continuous support. teachers and students (these should be
science specialists.
vetted so that districts will not be compelled
▪ Provide funding for substitute teachers so ▪ Provide just-in-time videos. to block them).
teachers can attend PD events.
▪ Help teachers make connections between ▪ Use web-based social and content-delivery
▪ Provide summer institutes where teachers CT outcomes and existing standards (don’t mechanisms.
can engage with other teachers and provide create a whole new set of strategies).
incentives for teachers to attend. ▪ Pair students with expert practitioners in
▪ Trust teachers to use their professional CT to solve problems that address their
▪ Model peer learning by having teachers knowledge and skills to do what is best community’s needs.
who have CT experience offer PD. for their students.
▪ Make CT a part of National Lab Day.
▪ Provide teachers with time to learn.
▪ Create a community of practice that
▪ Model good pedagogy in PD events. serves as a resource center for sharing
▪ Build into all PD the understanding that CT resources.
it is not necessary for teachers to know ▪ Actively engage parents in the discussion/
everything (intrepid teachers learn from activities to support CT.
students too).

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 Implementation Strategies Guide
Models for changing practice and minds

Table of Contents
Stakeholder Short-Term Strategies (Year 1) Activities (Year 1)
Short-Term (Year 1)
Groups
Use this guide to target strategies Teachers Determine which teachers need to 1. Identify pools of teachers in target subject areas who
or find synergies with others who include CT in their curriculum and can be surveyed.
are taking the lead. Every advocacy provide them with PD and resources
appropriate for their discipline. 2. Conduct needs assessment.
activity has four important elements:
audience, timing, intended outcome, 3. Plan and share a workshop unit, including resources.
and evaluation (how you determine the 4. Explore existing curriculum resources for CT PD.
intended outcome has been achieved).
5. Develop partnerships for PD delivery with other institutions

Stakeholder Groups:
Intended audience for change-agent
strategies

Strategies & Activities:

Map for change agent (depending on sphere Principals Provide descriptions of CT terms 1. Organize a workshop with a small number of principals
of influence, some strategies and activities and outcomes that administrators in key areas within the state to introduce CT descriptions
will apply, while others won’t) can understand. Provide materials and value and to show how CT is similar and different
that will make CT understandable to other problem-solving methodologies by providing
Outcomes/Impact & Evaluation: and relevant to school administrators. examples for various disciplines.
Goals for strategies that help build Help each principal develop a local
2. Create an implementation plan from Activity 1.
momentum for systemic change implementation plan to increase
CT across the curriculum. 3. Execute implementation plan (for example, a series
of statewide or regional workshops on critical thinking
Suggested Partner Organizations: and other problem-solving strategies (including CT).
National groups that have a mission,
4. Give a session on same topic at the National Principals
membership, or focus that would help
Association meeting.
achieve the goals

School District Staff Provide PD opportunities for school 1. Build awareness at national level with articles in professional
leaders and administrators that journals and other publications that school and district staff
help them understand CT and what read regularly.
support teachers need to implement.
2. Offer free webinars on the impact of CT in schools
highlighting several model classrooms demonstrating
CT in action. Provide specific resources and support
systems available to assist teachers in implementing CT.
NOTE: These activities are priorities and need to be completed before
most other activities.

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Table of Contents
Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups
1. Design and test a needs assessment tool. 1. Create needs assessment tool. CSTA, ISTE, State Educational Teachers
2. Distribute needs assessment and gather and analyze data. 2. Distribute assessment tool and collect datad from Technology Directors Association
a minimum of 300 teachers. (SETDA), National Association
3. Create workshop unit and upload to website for sharing for Secondary School Principals
and downloading. 3. Complete needs assessment from a specified diversity (NASSP), National Association
4. Identify existing curriculum resources for CT PD that can of teachers (subject area, location, race/ethnicity, for Elementary School Principals
serve as exemplars computer expertise, etc.). (NAESP), American Association of
4. Verify that collected data are valid and useful (how this School Administrators (AASA)
5. Identify potential partners.
looks depends on whether your survey is quantitative or
qualitative and the questions you asked).
5. Five entities agree to help disseminate workshop unit.
6. Select three to five exemplary curriculum resources.
7. Identitfy five potential partners.

1. Target number and diversity of principals attending Evaluate their implementation plans in terms of NASSP, NAESP, AASA Principals
the workshop. effectiveness, commitment, cost, and organizational ability
to adopt and sustain. Look for which implementations are
2. Principals attend workshop. Principals create their own
models that could be replicated.
implementation plans.
3. Principals in at least three districts start to carry out their
plans, including a system for monitoring their progress.

1. District leaders and PD providers begin to discuss CT and 1. Survey district leadership on knowledge of CT and Association Supervision School district staff
the implications for their schools. An interest is stimulated on potential for district implementation of a CT plan. and Curriculum and Development
in further knowledge building and information gathering 2. Collect number of participants who participated in (ASCD)
about CT.
webinars or viewed archives. Collect the number of
2. Leaders visualize how they can implement CT in their participants who requested further information and
schools. resources.

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 Implementation Strategies Guide
Models for changing practice and minds

Table of Contents
Short-Term (Year 1)

Stakeholder Short-Term Strategies (Year 1) Activities (Year 1)

Stakeholder Groups: Groups
Intended audience for change-agent
strategies State-Level Make/develop a convincing argument 1. Create clear definition without computational thinking terms.
Ed Policy Makers for CT as a part of the 21st century
Legislators and School
2. Correlate 21st century 4Cs to the areas of CT that connect.
skills requirement.
Strategies & Activities: Board Members, 3. Review and inform on national standards for various
Educational Associations:
Map for change agent (depending on sphere Admin, Teachers, Ed Tech, disciplines and technology and show where CT aligns.
of influence, some strategies and activities Curriculum, PD
4. Show connections to Common Core Math and ELA Standards.
will apply, while others won’t)
5. Find areas in National Ed Tech Plan (NETP) that align with CT.
Outcomes/Impact & Evaluation: 6. Find areas in reauthorized ESEA that align.
NOTE: These activities are priorities and need to be completed before most other
Goals for strategies that help build activities.
momentum for systemic change
Federal-Level Policy Look for ways to attach CT to existing 1. Work with Partnership to Assess Readiness for College
Suggested Partner Organizations: Makers policies (look for how to modify and Career (PARCC), Smarter Balance Data Assessment
National groups that have a mission, (Department of Education) existing policies rather than focusing Consortium and other state level organization to include CT in
membership, or focus that would help on creating new policies/legislations). next-generation assessment being created for the Common
achieve the goals Core, to be administered in 2014.
2. Include CT in the reauthorization of ESEA.
3. Solicit feedback from state departments of education
on modification and creation of policy/legislation.

Students Actively engage students in the 1. Develop parent-focused resources, in easily understood
discussion/activities to support CT. language, that explain CT as a critical skill.
2. Pull together students with expert practitioners in CT
to solve problems that address their community needs.
3. Ensure that policies for CT engage students from the very
beginning of their school experience, and provide outcomes
that demonstrate incremental steps
4. Advocate to build CT component into science fairs.

Parents Actively engage parents in the 1. Develop parent-focused resources, in easily understood
discussion/activities to support CT language, that explain CT as a critical skill.
2. Identify test groups (PTAs and other school support groups)
to which we will distribute the resources.
3. Identify test groups among informal education groups (such
as school clubs and student activity groups) through which
26 we will disseminate resources.
 Resources for Creating Systemic Change

Table of Contents
Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups

1. Devolop easy-to-understand statement with examples At least four groups will include CT in their messages SETDA, P21, ISTE, Intel Teach, State-Level
to make the case for including CT. and discussion of possible policies to integrate CT into DARPA CS-STEM initiative Ed Policy Makers
instructional practice will increase. Legislators and School
2. Develop visual alignment charts for 21st century 4C. Board Members,
Educational Associations:
3. Develop visual alignment charts for NETS•S (T, A), ACM Admin, Teachers, Ed Tech,
Model Curriculum for K–12 Computer Science, ALA Library Curriculum, PD
Standards, and other standards that affect learning.
4. Develop visual alignment to Common Core Standards.
5. Develop visual to show alignment to NETP.
6. Reauthorize ESEA (when complete).

1. CT strategies are part of the Common Core assessment Reception for including CT in existing policies is positive. CSTA, ISTE, SETDA, CoSN, DARPA Federal-Level Policy
program. Parties provide feedback regarding inclusion of CT in policies CS-STEM initiative Makers
for learning and teaching. CT is considered for inclusion in (Department of Education)
2. CT strategies are embedded within the reauthorized ESEA.
math and ELA assessments.
3. States are discussing the inclusion of CT strategies.

Students

1. Develop resources that address the concerns of parents. Survey parents in test groups to determine effectiveness Parents
2. Make information on CT widely accessible to parents of message delivery as well as depth of dissemination.
through school dissemination channels.
3. Make information on CT widely accessible through
informal education programs (such as school clubs
and student activity groups).
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Table of Contents
Short-Term (Year 1)

Stakeholder Short-Term Strategies (Year 1) Activities (Year 1)

Groups
Stakeholder Groups:
Intended audience for change-agent School Boards Provide ways for school board leaders 1. Develop school board–focused resources, in easily understood
strategies to understand how supporting CT will language, that explain CT as a critical skill.
address the outcomes they believe 2. Identify individuals and groups to which we will distribute the
Strategies & Activities: are important to their students. resources.
Map for change agent (depending on sphere
of influence, some strategies and activities
General Public Build a more extensive (informed) 1. Engage national and local Chamber of Commerce groups in
will apply, while others won’t)
community that includes dialogue about CT and its potential for workforce development.
organizations that are already 2. Build a knowledge base and collaborative relationships
Outcomes/Impact & Evaluation: active on state standards.
with regional workforce development groups. Create public
Goals for strategies that help build
service announcements (PSAs) that focus on a consistent CT
momentum for systemic change message, and begin airing at the same time across the United
States.
Suggested Partner Organizations:
National groups that have a mission,
membership, or focus that would help Media/Publications Increase media knowledge of CT Write articles about this workshop and its outcomes.
achieve the goals and its importance. Identify online, printed, and other media opportunities from
organizations in non-CS disciplines and build relationships with
those organizations. Build relationships with national media
organizations.
NOTE: These activities are priorities and need to be completed before most other
activities.

Schools of Education Make deans and faculties of 1. Bring together the deans of top teacher education schools
education colleges aware of the to make them aware of CT and its role in producing well-
importance of K–12 students being educated students.
able to think in CT terms. 2. Have sessions at national conferences for coed faculty on
CT ideas (e.g., AERA).

Industry Create and disseminate a strong 1. Develop and disseminate industry-focused resources that link
business case to draw industry into CT concepts and capabilities to workplace needs and global
partnerships in support of the efforts competitiveness.
to embed CT in K–12.
2. Target industry representatives who are likely to be early
supporters of K–12 CT efforts.
3. Capitalize on key reports that focus on national
competitiveness and CT concepts and capabilities
(Rising Above Gathering Storm, PCAST report, Running
on Empty Report, etc.) to make the business case.
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Table of Contents
Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups

1. Provide resources that address the concerns of school Survey school board members in test group to determine School Boards
board members. effectiveness of message delivery as well as depth of
2. Make information on CT widely accessible to school dissemination, with the goal of 10% awareness level of CT
as a critical skill.
boards through school dissemination channels.

1. Chamber groups will engage the business community in 1. Survey business groups about their knowledge and General Public
promoting CT as a viable strategy to develop a 21st century support of CT in schools as a critical 21st century skill.
workforce and a component of economic development. 2. Poll general public to find out their awareness of CT,
2. The general public will become aware of CT and via PSAs with a goal of 30% of public aware of CT.
will inquire at their local districts if it is being taught.

Articles will be directed toward different audiences and At least 10 articles and other forms of media expression on Media/Publications
practitioners (e.g., L&L article for educational technology CT will be published.
teachers, Inroads for college CS faculty, CSTA Voice for K–12
CS teachers, other outlets for non-CS and non-ed-tech
populations).

1. Land grant deans organization will choose seven or eight 1. Review plans for proposed changes in teacher education Association of Colleges Schools of
deans to develop implementation plans for including CT in program and the change processes they will use. of Teacher Education (ACTE) Education
teacher education.
2. Observe increase in CT proposals for future conferences.
2. School of education faculty will become aware of existence
and issues in CT and its relation to learning theory.

Industry will have increased understanding and support of CT A small core group of industries will begin to participate in Industry
concepts and capabilities and their importance in K–12 as and sponsor CT initiatives.
well as college and worker preparation.

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Table of Contents
Mid-Term (Years 2–5)

Stakeholder Short-Term Strategies (Year 2–5) Activities (Year 2–5)

Groups
Stakeholder Groups:
Intended audience for change-agent Teachers Provide teachers with the PD they 1. Deliver PD workshops.
strategies need (changing practice).
2. Explore multiple models for delivering CT PD.

Strategies & Activities: 3. Expand and diversify partnerships for PD delivery.

Map for change agent (depending on sphere
of influence, some strategies and activities
will apply, while others won’t)
Principals Provide descriptions of CT terms and 1. Principals support CT interdisciplinary working groups in
Outcomes/Impact & Evaluation: outcomes that administrators can their schools.
Goals for strategies that help build understand. Provide materials that 2. Do case studies of schools with successful working groups.
momentum for systemic change will make CT understandable
and relevant to school administrators. 3. Facilitate principals sharing successful models across states
and nationally.
Suggested Partner Organizations:
National groups that have a mission, 4. Begin to create ways to support, observe, and evaluate CT
membership, or focus that would help in the classroom.
achieve the goals

School District Staff Provide PD opportunities for school 1. Provide seminars for school leaders and administrators that
leaders and administrators that focus on the implementation of and potential strategies for
help them understand CT and what CT in the classroom.
support teachers need to implement 2. Secure funding for additional PD in the school district.
CT
3. Build online, face-to-face, and blended PD classes for leaders
and teachers to assure the tools, strategies, and resources
to successfully implement CT (this should be an OER online
course that could be “given away” to districts so that they can
use in their LMS to provide an in-depth view of CT and using
it within the existing curriculum, to help teachers make the CT
connections and deepen understanding).

State-Level Develop a convincing argument for 1. Create a variety of written and oral communications and
Ed Policy Makers CT as a part of the 21st century skills online workshops (e.g., You Tube video(s), email blasts, Twitter
Legislators and School requirement. messages, webcasts, talking points for bloggers).
Board Members,
Educational Associations: 2. Disseminate the messages to Ed Week, Teacher Week, AASA,
Admin, Teachers, Ed Tech, NSBA, NEA, SETDA, ISTE, CSTA, SIGCSE.
Curriculum, PD
3. Provide sample policies.
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Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups
1. Make workshops widely accessible for teachers across 1. Twenty-five CT workshops will be offered each year across CSTA, ISTE, other subject Teachers
the United States. the United States. associations
2. Deliver CT PD using multiple delivery models/mechanisms. 2. Three to five models will be available to deliver CT PD
3. Increase access to and diversity of PD for practitioners. (e.g., face-to-face, online, hybrid, independent study).
3. Sixty CT PD opportunities will be offered nationally across
the United States.

1. School-level CT working groups will be in several schools 1. School-level CT working groups will be implemented in Principals
in the state. 30% of schools in the state.
2. Several case studies to describe successful models 2. Case studies will lead to at least six successful models.
will be developed.
3. Principals will give numerous (20+) presentations,
3. Principals will give presentations of successful publications, or webinars of successful CT
CT implementation. implementations.
4. Principals will know what to look for in classrooms 4. Principals will include CT in observations in 25%
(students using CT to solve problems). of schools in United States.

1. There will be active participation in seminars and planning 1. At least 30% of schools will participate in CT PD School District Staff
for CT implementation. opportunities.
2. Sustained funding will provide CT implementation with 2. Adequate funding will allow at least 30% of schools to
fidelity. participate in CT implementation.
3. Staff will participate in various PD opportunities for CT 3. Fifty percent will participate in CT PD opportunities.
implementation.
4. Twenty-five percent of U.S. districts will use OER CT online
4. OER course will lead to onsistency of knowledge and course to help teachers understand CT
adoption throughout the United States. and find ways to naturally add to their teaching.

1. Multiple groups will use CT messages. Initial policies will be in place or proposed policies will be State-Level
2. Preliminary work on CT policy begins. waiting for approval in 50% of schools. Ed Policy Makers
Legislators and School
Board Members,
Educational Associations:
Admin, Teachers, Ed
Tech, Curriculum, PD

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 Implementation Strategies Guide
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Table of Contents
Mid-Term (Years 2–5)

Stakeholder Short-Term Strategies (Year 2–5) Activities (Year 2–5)

Groups
Stakeholder Groups:
Intended audience for change-agent Federal-Level Policy Look for ways to attach CT to existing 1. Continue to work through the U.S. Department of Education
strategies Makers policies (look for how to modify (DOE), state departments of education, and other organizations
(Department of Education) existing policies rather than than to further define and develop strategies to include CT in state
Strategies & Activities: focusing on creating new policies/ standards and common assessment.
Map for change agent (depending on sphere legislations).
of influence, some strategies and activities
will apply, while others won’t)

Students Actively engage students in the Provide websites for independent student activities
Outcomes/Impact & Evaluation: discussion/activities to support CT. (self-guided, fun, non-teacher-directed).
Goals for strategies that help build
momentum for systemic change
Parents Encourage parents to become 1. Broadly disseminate the resource(s) to PTAs and other school
advocates for inclusion of CT support groups.
Suggested Partner Organizations: content in schools.
National groups that have a mission, 2. Broadly disseminate resource(s) to informal education groups
(such as school clubs and student activity groups).
membership, or focus that would help
achieve the goals

School Boards Provide ways for school board leaders 1. Broadly disseminate school board–focused resources.
to understand how supporting CT 2. Build relationships with individuals and groups to which
will address the outcomes that
we will distribute the resources.
they believe are important to their
students.

General Public Build a more extensive (informed) Leverage local and state business groups and networks to
community that includes advocate at the local, state, and national levels for the inclusion
organizations that are already active of CT as an integral strategy for preparing students for a 21st
on state standards. century workforce.

Media/Publications Develop a concise media message Leverage relationships with national educational media and
about the importance of CT in general media at the regional and national level to generate
education. Increase media knowledge articles about exemplary efforts to embed CT concepts and skills
of CT and its importance. across the curriculum. This includes online and print media.

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Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups

State departments of education will establish committees to 1. Disseminate policies that reflect CT and instructional Federal-Level Policy
further develop strategies to include CT in state standards strategies needed in 50% of states. Makers
and assessments (Department of
2. U.S. DOE will include CT strategies in federal grant Education)
programs.
3. At least two CT concepts will be in the math and ELA
common assessment.

Students

1. School support groups begin to support CT-related 1. Survey results will show that 30% of contacted school PIA Parents
curricular efforts in their schools support groups are taking some positive steps in their
2. In locales where both school support and student activity schools to support CT.
groups have been reached, the activity groups reinforce 2. Seventy percent of contacted activity groups will report
the message with regard to the importance of CT concepts successful dissemination of CT resources to parents.
and skills

1. School boards in several states begin to support Survey results will show that 30% of contacted school board School Boards
CT-related curricular efforts in their schools members are taking some positive steps in their districts or
2. In districts both school support and student activity groups states to support CT.
have been reached; the activity groups reinforce the
message with regard to the importance of CT concepts
and skills

Local, state, and national entities begin to integrate CT A scan of state standards and curriclum frameworks will General Public
into K–12 curriculum and standards indicate that 30% of states have embedded CT strategies
into the state curriculum.

Articles will be directed toward the general public and the At least 75–100 articles and other forms of media expression Media/Publications
business community to build understanding of CT and its will be “published” in educational and general media. These
relationship to issues of careers preparation and national will vary in length, and some will be published in multiple
competitiveness venues, increasing the reach and impact.

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 Implementation Strategies Guide
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Table of Contents
Mid-Term (Years 2–5)

Stakeholder Short-Term Strategies (Year 2–5) Activities (Year 2–5)

Groups
Stakeholder Groups:
Intended audience for change-agent
Schools of Education Implement CT experiences into 1. Incorporate CT experiences into teacher ed classes.
strategies teacher education and disseminate 2. Schools of education develop and field test assessments
to other schools of education. for CT.
Strategies & Activities:
Map for change agent (depending on sphere 3. Schools of education influence adoption of CT standards in
of influence, some strategies and activities national accreditation formats and state program approval
will apply, while others won’t) formats.

Outcomes/Impact & Evaluation:

Goals for strategies that help build Industry Facilitate school/industry partnerships 1. Industry sponsors exhibitions or events (e.g., National Lab Day)
momentum for systemic change that will help district school leaders where students showcase computational project/artifacts and
and administrators understand that the skills they use to develop their artifacts/solutions.
Suggested Partner Organizations: CT concepts and capabilities are an 2. Industry partners with schools and districts to establish
National groups that have a mission, essential element of strong workplace
authentic CT projects and internships.
membership, or focus that would help preparation.
3. Industry begins to provide funding for the development and
achieve the goals
dissemination of CT resources for teachers and students.

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Table of Contents
Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups

1. Teachers understand and know how to apply CT learning 1. School of education faculties and K–12 teachers evaluate Schools of
in K–12 schools. their students on CT knowledge and applications. Education
2. Influence states and government to adopt key CT 2. States and federal government will have 100% adoption
assessments in standards. of CT assessments.
3. Standards become part of national and state accreditation. 3. All states have CT accreditation standards.

1. Industry develops a greater understanding of students’ 1. Two high-level spokespeople from industry make public Industry
capabilities and the application of CT concepts and statements supporting CT in schools. A small group of
capabilities to industry concerns. champions comes forward from industry and begins to
2. Other stakeholders develop a greater understanding of organize support for embedding CT in K–12.
the importance of CT to industry, and therefore their 2. Industry begins to fund CT initiatives in schools and
children’s future. incentive programs to support students and teachers
learning.
3. Industry financially supports national, state, and local CT
initiatives in schools and PD for teachers.

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Table of Contents
Long-Term (Years 6–10)

Stakeholder Long-Term Strategies (Years 6–10) Long-Term Activities (Years 6–10)

Groups
Stakeholder Groups:
Intended audience for change-agent Teachers Provide teachers with the PD they 1. Acquire adequate funding to sustain ongoing PD for teachers
strategies need (changing practice). to include CT into teaching/learning.
2. Update existing CT PD workshops and courses to reflect new
Strategies & Activities: ideas and innovations.
Map for change agent (depending on sphere
of influence, some strategies and activities
will apply, while others won’t) Principals Look for ways to attach CT to existing Lobby through principal associations and interest groups to
or new state (and federal) policies. effect policy change.

Outcomes/Impact & Evaluation:

School District Staff Provide PD opportunities for school Ongoing and consistent best practice sharing and outreach
Goals for strategies that help build
leaders and administrators that of successful CT practices and implementation plans.
momentum for systemic change
help them understand CT and what
support teachers need to implement
Suggested Partner Organizations: CT.
National groups that have a mission,
membership, or focus that would help
achieve the goals
State-Level Develop a convincing argument for 1. Provide ongoing refreshed CT examples and alignment
Ed Policy Makers CT as a part of the 21st century skills for standards.
Legislators and School requirement.
Board Members, 2. Review and update CT policies annually.
Educational Associations:
Admin, Teachers, Ed Tech,
Curriculum, PD

Federal-Level Look for ways to attach CT to existing Develop the policies necessary to move CT into core curriculum
Policy Makers policies (look for how to modify and assessment.
(Deptartment of Education) existing policies rather than than
focusing on creating new policies/
legislations).

Students Actively engage students in the

discussion/activities to support CT.

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Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups

Teachers knowledge base relative to CT inclusion Students will use CT strategies to be successful in the the CSTA, ISTE, other subject Teachers
and instruction will be enhanced and increased. workplace and in all disciplines in college. associations

CT will be incorporated in state and federal policies. Fifty states will incorporate CT into state policy. Principals

Knowledge and practice of CT strategies in classrooms will Data between schools that have widely implemented CT and PIA School District Staff
be ongoing and consistent. student performance using multiple measures of assessment
over time will correlate.

CT will be a regular part of the curriculum through policy at One hundred percent of U.S. states will include CT teaching State-Level
all ed levels. and learning approaches as a method for solving real-world Ed Policy Makers
problems and preparing students to meet or exceed the Legislators and School
Board Members,
expectations of business and industry and college readiness Educational Associations:
(a.k.a. 21st century skills). Admin, Teachers, Ed Tech,
Curriculum, PD

CT will be a part of all curriculum standards and Fifty percent of students will affect the world by solving Federal-Level
assessments and is in regular use across the U.S. unique problems applying CT strategies. Policy Makers
(Department of Education)

Students

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Table of Contents
Long-Term (Years 6–10)

Stakeholder Long-Term Strategies (Years 6–10) Long-Term Activities (Years 6–10)

Groups
Stakeholder Groups:
Intended audience for change-agent Parents Make parents change agents in Provide two kinds of resources to parents: (a) the already existing
strategies districts and states where there has resources (developed during prior years) about CT concepts and
not yet been sufficient adoption of capabilities and (b) information about the process for bringing
Strategies & Activities: CT concepts and capabilities. about change at the local, regional, state, and federal levels
Map for change agent (depending on sphere (with particular focus on local change).
of influence, some strategies and activities
will apply, while others won’t) School Boards Provide ways for school board leaders Provide two kinds of resources to school board members (a)
to understand how supporting CT already existing resources (developed during prior years) about
will address the outcomes that CT concepts and capabilities and (b) information about the
Outcomes/Impact & Evaluation: they believe are important to their process for bringing about change at the local, regional, state,
Goals for strategies that help build students. and federal levels (with particular focus on local change).
momentum for systemic change

Suggested Partner Organizations:

National groups that have a mission, General Public Build a more extensive (informed) Continue to build capacity by leveraging national, local, and state
membership, or focus that would help community that includes business groups and networks to advocate at all levels for the
achieve the goals organizations that are already active inclusion of CT as an integral strategy for preparing students for
on state standards. a 21st century workforce.

Media/Publications Increase media knowledge of CT Leverage relationships with national educational media and
and its importance. general media at the regional and national level to highlight the
impact on student learning and student performance.

Schools of Education K–12 schools will have cadres of CT- CT-aware/trained student teachers and teachers will form CT
trained teachers who are the teacher learning communities and collaborations.
leaders.

Industry Industry will be deeply committed to 1. Industry will provide increased support for national projects and
and supportive of CT in schools. competitions focused on interdisciplinary applications of CT.
2. Industry will partner with schools and districts to establish
real-world CT projects and internships.
3. Industry will increase funding for PD events for teachers.

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Table of Contents
Outcomes/Impact Evaluation Suggested Partner Stakeholder
Organizations Groups

In school systems that are late adopters, a second wave of Survey results will show that 60% of contacted school Parents
engaged parents and school support groups will begin to support groups are taking some positive steps in their
advocate for local inclusion of CT concepts. schools to support CT.

In school districts/states that are late adopters, a second Survey results will show that 60% of contacted school board School Boards
wave of engaged school board members will begin to members are taking some positive steps in their districts
advocate for local inclusion of CT concepts. or states to support CT.

Local, state, and national entities include CT in all K–12 A scan of state standards and curriclum frameworks will General Public
curriculum and standards. indicate that 80% of states have embedded CT strategies
into the state curriculum.

Articles and other forms of delivery will be directed toward Material will be broadly distributed across a range of media Media/Publications
the general public to increase awareness of the impact of (recognizing that we cannot predict in 2011 exactly what
CT on education and its relationship to issues of career “media” will look like in 2016).
preparation and national competitiveness.

Teachers influence persistence of CT inclusion in K–12 At least 100% more graduating HS students will choose Schools of
education. “tech” (computing-related, etc.) college majors than in 2011. Education

1. Industry will develop a greater understanding of 1. Five high-level spokespeople from industry will make Industry
students’ capabilities and the application of CT skills to public statements support CT in schools. A large group of
industry concerns. Other stakeholders develop a greater champions will come forward from industry and begin to
understanding of the importance of CT skills to industry organize support for embedding CT in K–12.
and their childrens’ future.
2. Industry will provide CT initiatives in schools and incentive
2. Industry financially supports national, state, and local CT programs to support student learning on a large scale.
initiatives in schools.

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Teach

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5 Talking Points for Stakeholder Groups

Table of Contents
Each stakeholder group will consider the value of CT from Why Should These
a unique perspective. It is important, as a change agent,
to articulate CT within different perspectives. Stakeholder Groups
A group of practitioners and CT leaders developed the Care About CT
following talking points to provide a foundation for making
the case for CT to various stakeholder groups. Teachers
▪ The reason we are here is to help students
realize that computers are available to solve
your problems and extend your thinking,
and that every student has the capabilities
to build tools on computers for that
purpose.
▪ When students understand terms and
concepts from computer science, they
are better prepared for an increasingly
technological world and workforce.
▪ CT is asking, “How can we use technology
to extend what we’re doing to big (but
similar) data sets?”
▪ Ten years from now, much of what we’ve
taught our students will be obsolete, but
the thought processes will still be relevant.
The thought processes that parallel a
computer’s processing enables students
to be lifelong learners and incorporate
computing tools regardless of how the
tools change.

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District Leaders and Principals State-Level Leaders
▪ CT prepares students for global 2. CT is a critical enabling skill that will raise ▪ CT creates college- and career-ready
competitiveness (Wagner). the level of achievement for all students, students.
▪ Raise the level of achievement for all especially those who are traditionally ▪ Students will be prepared to be
students, especially those who are marginalized. Successful students must successful in a highly skilled 21st century
traditionally marginalized (Marzano). be able to connect and apply academic workforce.
content to real-world situations, and CT
▪ CT is a critical enabling skill. ▪ Students will be prepared for further
provides a framework for that learning
▪ CT blends academic life with the real world. study in STEM fields.
connection (Marzano).
▪ CT prepares students for their future, ▪ Students will master critical-thinking and
3. CT is already a learning strategy in many
not our past. problem-solving skills.
classrooms and lessons today. However,
▪ CT prepares students for college and we need to more closely examine the ▪ CT will increase the state’s competitive
career. uses of CT and identify and expand advantage.
student and teacher awareness about ▪ A well-prepared workforce pipeline will
▪ Implementation may not require a huge
its impact and power. This means increase economic development and
infusion of money.
we probably do not have to expend make it sustainable.
▪ PD can cross all content areas. large sums of money. We just need to
▪ CT fosters innovation.
recognize and align
Statements:
CT strategies to current practices. ▪ CT increases student success and
1. CT is a key interdisciplinary component achievement.
in preparing students to be successful
▪ Innovative learning engages students
in a globally competitive workforce. If
which reduces the dropout rate and
students are going to be successful in
closes the achievement gap.
postsecondary education and compete
for and win jobs, they must have the ▪ CT skills are learner-focused, authentic,
critical thinking and problem-solving real-world skills.
skills that CT provides (Wagner). ▪ CT engages minority students which will
help close the achievement gap.
▪ We need systematic application of CT
practice throughout the PK–12 curriculum.

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 Resources for Creating Systemic Change

Table of Contents
Federal-Level Leaders General Community Industry Stakeholders
▪ CT enables students to use computers to ▪ CT increases U.S. competitiveness in STEM. ▪ CT creates a well-prepared workforce.
solve real-world problems. ▪ CT increases the skills of the workforce. Workers who have higher-level CT skills are
▪ CT aligns with and connects to existing flexible, adaptable to change, and more
▪ CT improves the community because easily trainable.
national standards. students can apply CT skills to solve
▪ CT meets the needs of U.S. industries. community issues. ▪ CT develops thinkers who are tool users
and tool builders, who can use the power of
▪ CT enables the United States to be ▪ CT leads to a better-prepared local
technology and cybertechnology to create
competitive on a global scale, educationally workforce (business community).
new products/services, and who solve
and economically. ▪ CT raises the competitive bar for the problems for organizations.
▪ CT is critical for securing the nation’s whole community.
▪ CT improves the ability of workers to solve
cyberinfrastructure and communications. ▪ Several government and private problems in realtime, creating efficiencies
organizations believe that CT is a critical in the workforce and processes.
skill for youth. ▪ CT cultivates a disposition of persistence
Parents
▪ CT prepares students to be better-informed (sticking to the problem and resolving it)
▪ CT expands children’s creative process and
citizens. among workers.
their abilities to innovate.
▪ CT empowers innovation and creativity.
▪ CT prepares students for success in college.
▪ CT is critical to maintaining or attaining
▪ CT prepares students to be competitive
a competitive edge in the workforce.
in a global workforce
▪ CT encourages risk-taking and risk
▪ CT prepares students for jobs of the future
assessment/entrepreneurial skills.
and access to well-paying jobs today.
▪ CT skills are timeless and enable workers
▪ CT reinforces and extends higher-order
to function competently and efficiently even
thinking skills.
though the tools they use will change.
▪ CT helps students develops good habits
of mind and teaches them to think logically
and creatively.

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leadership toolkit first edition

Computer
Science
Teachers
Association

For more information, visit iste.org/computational-thinking or write to [email protected].

© 2011. Computer Science Teachers Association (CSTA) and the International Society for Technology in Education (ISTE).
This material is based on work supported by the National Science Foundation under Grant No. CNS-1030054.