Why Your High School Should Teach Computer Science {Guest Post}

Guest Post by Gina Green

Why is computer science important?

Students are required to take history, math, English, and science classes so that they have a general knowledge of the world around them. Notice anything missing? I do. It’s computer science.

For most high school students, their phone is integrated into every part of their lives. It’s how they socialize, complete school work, and find answers to their questions. I believe that students should at least have the option to learn how the digital world works.

According to Techprep by Facebook, there will be one million unfilled computer science jobs in the United States by 2020. Code.org and Gallup point out that only 1 in 10 schools offer computer science, even though:

• 90% of parents want their children to learn computer science.
• high school students who were exposed to computer science in high school are six times more likely to major in CS in college than those who were not.
• girls who take CS in high school are TEN TIMES more likely to major in computer science.

At a time when young adults are living with their parents at the highest rate since 1880,  it just makes sense to give students exposure to a career field for which they could be passionate about, make an above-average wage, and have unlimited possibilities. Computer science related jobs are in every field, every industry, and behind every entrepreneurial endeavor.  

Our high school’s computer science journey began four years ago when the computer science department chair of our local university contacted Dr. Geurin to ask what computer science classes we were offering. The answer was none. So, the following year, we offered one semester of Introduction to Programming. Three years later, we are offering six semesters of various computer science courses. It’s amazing growth, but we’re not done yet. We hope to expand our course offerings even more in the next two years.  

Action Steps

If your school is ready to look into starting a computer science program, I would highly recommend partnering with a nearby university or community college that has computer science programs.  They’ll be able to help you figure out where to begin.

You’ll also need a teacher who is willing to teach CS and devote time to training.  If you are that teacher, prepare for CS to level up your passion for teaching. It’s the most rewarding, challenging, best-thing-ever for students that I’ve done in my career.  I’ve been approached by several teachers from other districts about starting a CS program at their high school and my response is generally received with two types of attitudes.

Sometimes the teachers are so eager to get started that they take notes as I’m talking. Other times they start telling me that they’ve taught for too many years, have just a few years until retirement, have paid their “dues,” are done with furthering their knowledge base, and their principal is really the one who’s wanting to know. Well, okay. Be the teacher with the 'can do' attitude.  A new CS program will never work if the teacher is not excited about teaching the courses.

Get support from the district leadership. Everyone should be on the same page about what training and equipment the district is willing and able to provide. Be sure to include the counselors in this discussion. This year, I’m going to make a computer science course guide on a laminated card for the counselors to keep by their desks. This information will help them guide students to the proper classes.

Resources to help you get started

What is computer science?  -- I love this video. It can be used to explain what computer science is to staff, students, and parents.

Project Lead the Way -- PLTW is a fantastic way to kickstart your CS program. PLTW offers hands-on training to teachers. The teachers actually go through the curriculum they’ll be teaching to the students with the help of a PLTW Master Teacher. It was, by far, the best professional development I’ve ever had. The high school course offerings are expanding each year.

Computer Science Teachers Association -- See if there’s a CSTA in your state or area. Right now, it’s free to join CSTA. Your local chapter will have a website that has forums, resources, and, most importantly, a network of support.

Advanced Placement Summer Institute -- Even if your school is not going to offer CS as an Advanced Placement course, attending a summer training will be beneficial. An APSI will give the teacher aligned objectives, essential questions, prompts, projects, and rubrics, not to mention a network of support. I walk away from APSI every summer with the curriculum of a certified AP instructor that has many more years of experience teaching CS than I do.  

It’s often said that we are preparing students for careers that haven’t even been invented yet.  I believe that the majority of those future careers will involve students being creators of technological content, not just consumers of it.  As educators, we are in the business of doing what’s best for students.  Unquestionably, exposing students to computer science is what is best for them. Now, go start a computer science program at your school!

Connect with me!
Gina Green
Bolivar High School
Bolivar, MO
@BHSBizDept

CSTA-Southwest Missouri

ggreen@bolivarschools.org

Intro to Programming students are making circuit boards today! #BHSmatters pic.twitter.com/ysmIBJqakw

— Gina Green (@BHSBizDept) May 5, 2016

Thanks to SBU CIS students Allison Hawkins & Jordan Brown for leading Hour of Code in my class today! #bhsmatters pic.twitter.com/eo8IRZjXpa

— Gina Green (@BHSBizDept) December 7, 2015

Never Underestimate Your Influence

Retrieved: http://www.inspirationalhunter.com/maya-angelou-quotes/

Sometimes when I reflect back to my nine years teaching English and social studies, I feel a little sad for the experience I provided my students. The same goes for my coaching. I was named our high school's head basketball coach at 25-years-old, just two years out of college. When I think back now to some of the things I did, or didn't do, it makes me want to drop my head. 

Even at the time, I often struggled with my confidence that I was doing a good job, especially in the first few years. I think I felt a little on edge nearly all the time. I was often stressed, but I really didn't talk much about it with anyone, not even with my wife, Lori. Sometime I even felt trapped. "Maybe I'm not cut out for this," I thought, but I didn't know what else I would do either.

Things really started to change for the better when I went back to get my Master's degree. I didn't really want to be a principal at that time. I figured you needed to have teaching figured out to do that. But I knew I needed to do something different. The graduate classes helped me see things from a different perspective, and the connections I made provided support for my growth.

Even though I improved during those teaching years, I sometimes wish I could start over and know what I know now. I would do so many things differently. My classroom would be a completely different place. My coaching would have a different focus. I think I would enjoy the journey a whole lot more.

In just the past couple of weeks, I've had different connections with several of my former students. We live about an hour away, so that doesn't normally happen too often. 

A former player was visiting our church with her family. Her husband's family lives in Bolivar. It was great to see her just for a few minutes.

Then I saw a former student at a restaurant where he was working. He's a manager there. I honestly didn't remember him. But we chatted for a few minutes. He shared a little about his family and said he really enjoyed my class. That meant a lot.

Another former student is now an English teacher in the same school where I taught. She returned to her home school after graduating. She was extremely bright and conscientious. I'm sure she must be an outstanding teacher. She messaged me through Facebook, because she came across one of my quotes that Edutopia had posted. I was happy she reached out to me.



And then last night, one of my favorite former players, who is now the head football coach at Southwest Baptist University, here in Bolivar, led his team to a thrilling comeback win. The Bearcats are now 3-0. I can't even express how much I enjoy seeing him be successful. I messaged him to congratulate him. He still calls me coach when I see him, which is about the greatest thing ever.

SBU Football Takes Down Defending GLVC Champion Indianapolis 41-37 https://t.co/wa6WOw25tF

— SBU Athletics (@sbubearcats) September 18, 2016

I have to remind myself that during those early years, just like now, I was doing the best I could with the information I had at the time. And when I see my former students doing well, it makes me feel very proud. And not because I was a huge influence in their lives. Like I said before, I think I would be so much more if I could do it again. But I still feel that connection. I'm proud of them and thankful that I had the privilege of working with each and every student.

Yesterday, we held our Bolivar HS Alumni Hall of Fame induction luncheon. There were three honorees this year. As they told their stories about their school years, it was obvious the gratitude they had for their school and the teachers who worked with them. These individuals are incredibly successful in their careers and very active in their communities.

One of the inductees, in particular, shared how teacher after teacher had impacted his life. When he spoke of his high school football coach, he was choked up and had to pause. He remembered each one by name and described the specific impact they had on his life. Several of these former teachers were among the guests at the event. None of the lessons had much to do with academic content by the way. But he named the character traits each one modeled for him. And how he took those lessons into his life and has tried to convey them to his own daughters.

As I listened, I got a little choked up myself. I thought of the impact that teachers have on the lives of kids and the influence my teachers had on me. It's the greatest profession in the world. I thought of how I wish every teacher could hear his words as he thanked his teachers with such sincerity. It was such a reminder about the value of relationships. 

It was also a reminder of the incredible impact you have on the lives of your students. Even if you feel you don't measure up, or maybe this isn't for you, always remember your legacy is not about doing everything perfectly. It's not about having it all figured out. Just be the best version of you. Show up well each day and try your best. Keep growing and learning. Invest in the lives of your students. And never underestimate your influence.

Questions: How do you look back at your teaching legacy so far? Are you too hard on yourself? How can you do your best today to invest in students? Please leave a comment below or respond on or .  

Not Just Better, But Different

Recently, we had a faculty meeting to start our teachers thinking about their personal learning plans for this year. Personal learning plans are an important part of what we do to grow and learn as educators at Bolivar High School. I outlined what we do and why we do it in a previous blog post.

During our last meeting, I challenged our teachers to try to develop a learning plan that has the potential to be a game-changer for their own professional practice and for student learning. It's easy to get in a pattern of just doing mostly the same things but trying to do them a little better. As a result, we may miss great opportunities to do something that would be completely different and possibly tranformational for student learning. It could be a game-changer.

I would certainly applaud those who seek to improve established practices, especially newer teachers. It's much better than an approach that doesn't seek growth at all. A worse scenario would be an educator who teaches exactly the same lessons year after year with little adaptation. Even the smallest incremental change is better than no effort to improve.

But for teachers who have developed their instructional foundation, it can be highly rewarding to take a risk that could be awesome or awful. You see I believe the things we often choose to pour our energies into are safe. We want to improve, but we aren't comfortable enough with failure. If we are doing hard things, it can be highly rewarding, but it can also be terrifying.

During our staff meeting, I shared the video of Caine's Arcade with our staff. I asked our teachers to consider how their own personal and professional learning is similar or perhaps different from Caine's learning.

Each small group worked to develop a visual representation of how Caine's Arcade might help us think about developing our own successful learning plans. These are a few of the characteristics often found in successful projects. 

1. Starts with Empathy - Empathy recognizes there is a problem to be solved. It involves seeing things from another person’s perspective and seeking to help make something better.

2. Rich Inquiry - Develop lots of questions to drive your learning forward. Seek out resources. Find the information you need to advance the project.

3. Deeper Learning - Apply the knowledge to create new understanding and original ideas. Invite complex thinking.

4. Meaningful Connections - Successful projects are usually personally meaningful, and they usually involve connections with others.

5. Autonomy - If you want commitment and engagement, not just compliance, autonomy is better. Our teachers are the ones who choose their project and are empowered to see it through.

6. Risk of Failure/Celebration of Success - Most meaningful projects have a chance of failure. The idea might not work. The more ideas we try, the more likely we are to find ones that are game-changers. We always need to reflect and celebrate what we’ve learned and what aspects are successful.

Our teachers shared some amazing insights from their reflection on the video. It was exciting to see the type of thinking happening around the room.

Here are some of the comments teachers shared on an exit survey:

It's always exciting to have the opportunity to learn something new and different. I also love to experiment.

You telling us that if we try our plan and it fails, it's OK.

I like that PLP is all about ownership and autonomy.

They will be something that has a positive impact on students and teachers.

Personal growth encouraged

The autonomy to make decisions of how I want to spend my time making a difference.

I feel good about the collaboration and the sharing that will take place. I feel like it's a very open place to share good and new ideas

I want to continue to grow as a professional.

PLP's hold me accountable for growth.

This next week we will have small group meetings (3-4) to share the ideas we have so far. It's an opportunity for everyone to give and receive feedback. When we share our ideas, they almost always get better. Someone will have a suggestion or make a connection that will move our thinking forward. 

Caine's Arcade was transformational. He didn't necessarily have that in mind when he started, but he did have lots of big ideas. In the end, his little arcade started a movement that has impacted students, educators, and beyond. And some more pretty cool stuff happened for him too. Caine's Arcade Part 2 details what happened after the initial video. It's amazing.

Who knows what you might start at your school with an idea and the willingness to pursue it? Be willing to take a big chance and try something new for your students. Your dreams and passions make learning come alive for you and for your students.

Question: Some educators seem to think that new ideas are unnecessary. They say the fundamentals of learning and education are unchanging. Stay with the tried and true. What would you say to this type of thinking? Leave a comment below or share on or .