Networked Improvement Communities as Tools for Teacher Empowerment

Research literature has documented how computer science (CS) teachers are often isolated in their schools and are less likely to collaborate as compared to other subject area teachers. This parallels an emerging body of literature around how teachers leverage professional development opportunities to engage in their practice. However, limited research has empirically studied how professional development opportunities lead to increases in teacher empowerment and spur broadening participation in CS efforts. In this study, we report on a networked improvement community (NIC) focused on connecting CS teachers to their peers, national experts, professional development providers, and researchers to impact teaching practices and guide implementation of policies that lead to increased female participation in CS courses. We report on the role of the NIC to support teachers as school and community change agents. Drawing from focus groups with participating teachers (n=20), we report on a two-year process of learning that involved identifying root causes for female underrepresentation and conducting teacher-led interventions within their classrooms and schools. We detail how a NIC offers a novel approach to facilitate collaboration and empower teachers to implement changes that can impact girls in computer science. Initial data indicate that the collaborative nature of the NIC and its teacher-directed approach to change led to a newfound sense of ownership and empowerment in NIC teachers for addressing the challenge of increasing female participation in CS.