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The K-12 Computer Science Framework was developed for states, districts, schools, and organizations to inform the development of standards and curriculum, build capacity for teaching computer science, and implement computer science pathways. The framework Computer science is powering approaches to many of our world's toughest challenges. The K-12 Computer Science Framework informs standards and curriculum, professional development, and the implementation of computer science pathways. 2 K-12 Computer Science Framework Executive Summary promotes a vision in which all students critically engage in computer science issues; approach problems in innovative ways; and create computational artifacts with a practical, personal, or societal intent. The development of the framework was a community effort. Twenty-seven writers and twenty-five advisors developed the framework with feedback from hundreds of reviewers including teachers, researchers, higher education faculty, industry stakeholders, and informal educators. The group of writers and advisors represents states and districts from across the nation, as well as a variety of academic perspectives and experiences working with diverse student populations.

"Your time is limited, and perhaps so are some of your skills. As a teacher, it's important that you improve your abilities regularly, whether you're learning how to better manage your workload or discovering how to use technology in your classroom. It may seem impossible to find a time for this professional development, which is a stress in-and-of itself. However, you don't need much extra time to develop your skills-just one hour a week. Here's how."

"Australia's first Australian Professional Standard for Principals was endorsed by Ministers at the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) on 8 July 2011. The content Standard is a public statement which sets out what principals are expected to know, understand and do to achieve in their work. It is represented as interdependent and integrated model that recognises three leadership requirements that a principal draws upon within five areas of professional practice."

A Professional Learning Community (PLC) is defined as a school in which the professionals (administrators and teachers) continuously seek and share learning to increase their effectiveness for students, and act on what they learn (Hord, 1997). Hord adds that schools organized as PLCs are characterized by five dimensions: shared and supportive leadership, shared values and vision, collective learning and application of learning, supportive conditions, and shared personal practice. Hord asserts that by nurturing and developing each of these five dimensions, a school staff can evolve into a learning community.

"While on Twitter today this graphic caught my eye. It was posted by @MindShiftKQED linking to an article on their blog. The sketch itself was created by Sylvia Duckworth and it definitely caught my attention. I began to think about the kinds of professional learning we offer at Powerful Learning Practice and asked myself if we were honoring what teachers want. We are a small, intimate group here at PLP, but we have huge hearts and an extensive amount of combined experience both in and out of the classroom when it comes to pedagogy and future ready learning. No one works harder and thinks deeper than the folks at PLP who selflessly plan and offer the coaching, professional learning, e-courses, and products available on our site. I am grateful for each instructor's drive and ability to be self directed, conscientious and caring toward our clients. But I was curious if what we do we aligns with this list of teacher wants? And more importantly, should we? Was anything important missing from this list?"

"10 Ideas how to use Social Media for Professional Development for L&D professionals"

"Professional development for maker educators should introduce the materials and methods involved so that the teachers understand what students can learn from making."

"Is the PD day broken? Professional development days may do little to improve teaching"

"There is never a better time than "NOW" to start working on one's own professional development as a teacher. However, often unless by chance you find yourself in the perfect school with perfect colleagues - it is hard to get started and you'll find yourself in a rut teaching the same thing in the same way (or different things in the same way), over and over."

"I created my first Twitter account in 2008. Four years later, I finally made the commitment to using Twitter during an edtech conference, where I found myself frantically tweeting, retweeting, and refreshing my feed as I tried to take it all in. Honestly, up until I used it at that conference, I thought Twitter was just another social media blackhole. But through essentially constant use for those few days, I began to see Twitter as an excellent resource for educators and an invaluable tool for professional development - one of the best out there. So, for you teachers wondering about all the hype…I promise, Twitter is worth it."

"I'd like to do a short series examining a specific, helpful, or innovative type of professional development, digging in to see if we can make PD a better place. Ideally, we'd like to see PD be organic, worthwhile, energizing-something that we look forward to between sessions. Professional development should be individual, differentiated, and geared toward the interests and intentions of the learner. Sure, sometimes there is some PD that everyone must experience together, but when that occurs, it shouldn't be a substitute for Ambien or Lunesta or mistaken for a meditation session. The sessions should model the way we want our classes to be taught-they should be engaging and motivating. We can't talk about good teaching if we don't model it for our own learning."

"Seven best practices in professional development"

"A major shift in the force of education has emerged as teachers have become self-directed, independent designers of their own learning. Embracing social media, blogging, and learning from one another in digital spaces, they have forged a new era of professional development that is changing classrooms from the ground up. Simultaneously, and perhaps because of their online interactions, teachers also have begun to re-energize the professional learning in their brick-and-mortar professional spaces."

"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

"Hear the word "unconference," and you may frown your face in confusion at the meaning of the word. Conferences themselves are quite familiar for most K-12 teachers. Conferences are essentially professional development where you go sit in a room somewhere, follow a moderator's directions, and get lectured at for a bit - whether or not it relates to your subject or grade level. But what part does the participant play? Most often that of a tacit observer."

"4). Stop thinking it's your school or district's responsibility to provide professional development learning opportunities. We all expect our kids to be self-autonomous learners who take some ownership of their learning; educators should be no different considering all the avenues and paths that exist."

"This is a video project that I created for my Mobile Technologies class (ETEC 565M) in the UBC Master of Educational Technology program. My personal journey with this social media has opened up and transformed my educational world. Because of Twitter, I have enjoyed several professional experiences over the past six months like connecting with colleagues at edcamps, traveling to California to attend conference and collaborate with other educators, and establishing online communities and conversations through hashtags like #bcedchat. I am passionate about the use of this tool, among many, to help educators connect and transform their own professional learning experience. Check out my video below to find out more!"