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Miles Berry Candidate Statement
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INTERNATIONAL REPRESENTATIVE

Miles Berry

 

PERSONAL STATEMENT

I am convinced that a high quality computing education should be part of every young person's entitlement to a broad, balanced curriculum, equipping them for the opportunities, experiences and responsibilities of later life. Computational thinking provides unique insights into problems and systems, and programming offers a medium through which creativity can be expressed: these things ought to be part of all students' education.

 

I have eighteen years of experience in teaching and school leadership, and a further six in teacher education. I have played a central role in the design, development and implementation of England's 5-16 computing curriculum, with experience in developing resources and continuing professional development programmes. Recent travel has provided a broader international perspective. I maintain an active presence across social media, see milesberry.net and @mberry.

 

 

WHAT EXPERIENCES AND/OR INTERESTS IN K-12 COMPUTER SCIENCE/INFORMATION TECHNOLOGY EDUCATION QUALIFY YOU TO SERVE AS A LEADER FOR THE ORGANIZATION?

  • Served as IT coordinator in three schools
  • Currently Principal Lecturer (equivalent to Associate Professor) for Computing Education, working on undergraduate and postgraduate initial teacher education programmes
  • Author of Switched on Computing (adopted by some 5,500 UK schools, BETT and ERA award winning)
  • Member of drafting panel for English computing curriculum
  • Member of Computing At School and Naace management boards, Raspberry Pi Foundation and UK Forum for Computing Education
  • Author of computing materials for England's Department for Education, the British Computer Society, BBC, Microsoft and Code Club
  • International keynote speaker and consultancy on curriculum design and CPD.

 

WHAT PREVIOUS EXPERIENCE DO YOU HAVE WITH CSTA?

  • Joined ACM including CSTA and SIGCSE in 2009
  • Used CSTA K-12 standards when developing school curriculum and university modules
  • Avid reader of much content, particularly valuing CACM, Inroads, Voice and the Digital Library
  • Contribute regularly to CSTA-Members list and occasionally the SIGCSE-Members list
  • International reviewer for K-12 CS framework
  • Most of my work has had a UK focus, as a board member of Computing At School, the closest equivalent to CSTA here (including as a member of the primary task force and assessment and research working groups). I'm also a Chartered Fellow of the British Computer Society.

 

 

WHAT LEADERSHIP SKILLS DO YOU HAVE THAT WOULD ENRICH THE BOARD AND THE ORGANIZATION?

  • MBA in educational management
  • Six years as deputy head teacher; three years as head teacher
  • Serve on trustee board for educational charity, management board for CAS (UK equivalent to CSTA), and as a member of the Raspberry Pi Foundation
  • Extensive experience of project leadership related to information technology in education and computing education
  • International perspective on curriculum development, not limited to UK
  • Effective partner engagement (industry, voluntary sector, government and education institutions)
  • Currently leading a small, agile highly effective computing education team at Roehampton.

 

WHAT DO YOU THINK ARE THE MOST IMPORTANT ISSUES FOR K-12 COMPUTER SCIENCE EDUCATION?

  • Inclusion - ensuring that all students have equitable access to a high quality computing education
  • Pedagogy - what makes for the most effective teaching of computing to young people?
  • Professional development - particularly equipping teachers to teach effectively a subject of which they may have little prior knowledge
  • Advocacy - making a persuasive case for including computing on the school, local and national curricula
  • Getting the relationship between coding and computational thinking right - I don't see coding as an end in itself for most students, but it does seem the most effective way to develop computational thinking.

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