MENTORS in Computer Science: Building Pathways for Equity and Inclusion

Framework

The research is rooted in a collaborative, equity-focused approach that aims to enhance the professional development of novice CS teachers through structured mentoring, community building, and ongoing reflection. The design-based implementation research framework focuses on collaboratively designing and refining educational interventions in real-world settings. The Community of Practice framework focuses on creating a supportive network where teachers can share experiences and strategies. The reflective practice perspective is incorporated as teachers reflect on experiences and learn from each other to improve their craft.

Methods

Objective:
The study aims to evaluate the effectiveness of a year-long equity-focused peer mentoring program designed to support novice computer science (CS) teachers in enhancing their pedagogical practices, particularly in fostering equitable and inclusive classrooms.
Design
Program Structure:
The mentoring program pairs novice CS teachers (mentees) with experienced CS teachers (mentors) for a year. Each pair meets twice a month to collaboratively set and work towards specific goals aligned with the Computer Science Teachers Association (CSTA) Standards for CS Teachers. The program emphasizes building trust, community, and ongoing support.
Data Sources
Participant Selection:
Mentees: 38 novice CS teachers from various districts across Wisconsin were recruited through outreach to local school districts, educational conferences, and CS education networks. Selection criteria included less than three years of teaching experience in CS.
Mentors: Experienced CS teachers with at least five years of teaching experience were selected based on their demonstrated commitment to equity and inclusion in their teaching practices.
Data Collection Methods:
Surveys: Pre- and post-program surveys were administered to both mentors and mentees to assess changes in confidence levels, teaching practices, and perceptions of equity in their classrooms.
Focus Groups: Semi-structured focus groups were conducted with participants at the end of the program to gather qualitative feedback on their experiences, perceived benefits, and suggestions for improvement.
Meeting Logs: Mentors and mentees maintained logs documenting their mentoring sessions, including goals set, activities completed, and reflections on their learning.
Methods of Analysis
Quantitative Analysis:
Statistical methods were used to analyze survey data, comparing pre- and post-program results to measure changes in confidence and teaching practices among participants. Descriptive statistics and paired t-tests were employed to assess significance.
Qualitative Analysis:
Thematic analysis was used for focus group transcripts and meeting logs. This involved coding the data to identify recurring themes related to the mentoring experience, challenges faced, and strategies that worked well. The analysis aimed to extract lessons learned and best practices for future implementations.
Replication
To replicate this study, researchers should follow these steps:
Recruit a similar cohort of novice and experienced CS teachers using targeted outreach strategies.
Implement a structured mentoring program with clear goals aligned to the CSTA Standards.
Collect data through pre- and post-program surveys, focus groups, and meeting logs.
Analyze quantitative data using appropriate statistical methods and qualitative data through thematic analysis to identify patterns and insights.
This detailed framework provides a comprehensive approach to evaluating the effectiveness of peer

Results

Through surveys, interviews, and observations to investigate whether MENTORS in CS influenced mentees’ CS teaching knowledge and pedagogical practices, we found promising evidence. Mentees reported: 1) increased confidence in
CS teaching knowledge and pedagogical practices, plus a reflective stance towards their teaching; and 2) increased use of equitable and inclusive teaching practices, though they may need additional supports to incorporate fully into their practice.
Additionally, we saw positive impacts in mentors. Mentors demonstrated: 1) high confidence in CS teaching; and 2) developed greater skills and confidence in their abilities to mentor and support other teachers. We learned that informal
exchanges and flexible structures were critical for building a level of trust that allowed for open discussions about the mentees’ goals and progress.

Importance

This study is crucial for several reasons. First, it addresses a significant gap in ongoing support for novice computer science (CS) teachers, particularly in fostering equitable and inclusive teaching practices. As the demand for CS education continues to grow, ensuring that teachers are well-equipped with the necessary knowledge and confidence is essential for enhancing student learning outcomes.

By implementing the MENTORS program, we aim to not only improve teachers' instructional practices but also create a more diverse and representative CS teaching workforce. The focus on equity ensures that the professional development provided through mentorship is accessible and relevant to teachers serving underrepresented student populations. This is vital in an educational landscape where the disparity between teacher demographics and student diversity is evident.
For conference audiences, this study offers valuable insights into effective mentorship models that can be replicated and scaled across various contexts. Educators, administrators, and policymakers will benefit from the lessons learned in designing and implementing an equity-focused peer mentoring program. The implications of our findings extend beyond individual teacher development; they inform strategies for systemic change in how CS education is approached nationwide.

References

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