Teachers Reflecting During PDEffective CS teachers continuously develop their knowledge, practice, and professional identity to keep pace with a rapidly evolving discipline. They are reflective practitioners who examine their pedagogy, teaching strategies, strengths, and areas that need improvement or revision. This self-reflection helps teachers develop changes in attitudes and awareness, which in turn leads to growth in their ability to support students.

The Guidance for Reflective Teachers has been developed as a tool to assist CS teachers in reflecting on their own progress toward meeting the CSTA Standards for CS Teachers and to plan targeted professional learning opportunities. Teachers may complete the Self-Reflection Worksheets on their own, in partnership with a school or district instructional coach or administrator, as part of a teacher preparation program, or as part of a professional development opportunity. 

Select where you are on the continuous learning path

To use the Self-Reflection Worksheets, teachers should determine where they are on the Continuous Learning Path and use the resources provided to reflect on their practice and plan their professional growth.

Interactive Visual Roadmap: choose your experience level with teaching and with CS New Teacher and New to Teaching CS Experienced Teacher but New to Teaching CS New Teacher with CS Experience Experienced CS Teacher

New teachers who are also new to computer science may need to initially focus heavily on professional learning related to Standard 1, CS Knowledge and Skills. Beyond that, they should use the Self-Reflection Worksheets and the indicators detailed within each standard to determine where to focus their professional learning.

Experienced teachers who are new to teaching computer science may need to initially focus on professional learning related to Standard 1, CS Knowledge and Skills. Beyond that, they should use the Self-Reflection Worksheets and the indicators detailed within each standard to determine where their professional learning should focus.

New teachers who come to education with computer science experience may want to focus on professional learning related to computer science pedagogy to start. Beyond that, they should use the Self-Reflection Worksheets and the indicators detailed within each standard to determine where they should focus their professional learning.

Experienced computer science teachers should use the Self-Reflection Worksheets and the indicators detailed within each standard to determine where their professional learning should focus. Additionally, experienced CS teachers should focus on support for other CS teachers and other CS-related programs.

Find Aligned PD

Once teachers have performed a self-assessment using the appropriate Self-Reflection Worksheets, they can plan for specific, targeted professional development opportunities that will enhance or improve their professional skills based on their areas for growth.

Offer PD to Guide Teacher Reflection

If you are interested in offering professional development on the CSTA Standards for CS Teachers and how to use the Continuous Learning Paths For CS Teachers and Self-Reflection Worksheets to reflect on practice and set personal Professional Learning Goals, check out our PD in a Box.


License & Attribution

Authors: Vicky Sedgwick, Deborah Seehorn, Dan Blier, Joanne Barrett, Annette Walt, Laura Campbell, and Kimberly Smith

Suggested Citation: Sedgwick, V., Seehorn, D., Blier, D., Barrett, J., Walt, A., Campbell, L., and Smith, K. (2023). K-12 CS Reflective Teachers. CSTA Standards for CS Teachers. Retrieved from https://csteachers.org/reflective-teachers.

CC license

License: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).