Improving secondary CS education: progress and problems
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Opening the door of the computer science classroom: the disciplinary commons
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Proceedings of the third international workshop on Computing education research
Building a community to support HS CS teachers: the disciplinary commons for computing educators
Proceedings of the 42nd ACM technical symposium on Computer science education
Proceedings of the seventh international workshop on Computing education research
Who AM I?: understanding high school computer science teachers' professional identity
Proceedings of the 43rd ACM technical symposium on Computer Science Education
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The Disciplinary Commons (DC) is a model of teacher professional development that encourages members of the group to reflect upon their teaching practices, develop a community, and, more broadly, to become more scholarly about their teaching. The DC involves a series of monthly meetings where university faculty members examine their course in detail while producing a course portfolio. Evaluation of the early DC's suggests that they successfully created a sense of community and sharing among the participants. We have adapted the original model to a new audience, high school computing teachers. The adapted model maintains the key aspects of the original model while adding two new, important goals for this new audience: improving recruitment and creating community. The high school teacher audience particularly needed strategies for recruiting students and was in greater need of community. We present evaluation evidence suggesting that we achieved the design goals in a replicable model, including a substantial increase (over 300%) in recruiting students.