2026 Conference Archive
Developing Computer Science Teacher Leaders in Rural Georgia: Year Three Evaluation of Ga-RCSL
Location
Preston 1
Session Format
Presentation
Abstract
This presentation reports results from the third-year evaluation of the five-year Georgia Rural Computer Science Leaders (Ga-RCSL) project, funded by an NSF Noyce Track 3 Grant. The evaluation examines how Ga-RCSL supports 16 STEM teachers from rural middle and high schools in south Georgia in developing as computer science teacher leaders by fostering collaboration, reducing professional isolation, and strengthening teacher identity and self-efficacy. Data sources included surveys, interviews, portfolios, and social network analysis. Findings indicate that Ga-RCSL is strengthening rural computer science teacher leadership pipelines and contributing to retention in high-need contexts. Survey data revealed modest growth in participants' sense of identity as computer science teachers. The greatest increases in confidence and ability to teach computer science occurred from year one to year two, with smaller or plateauing gains in year three. Interviews highlighted professional growth and systematic contributions, demonstrating competencies in instructional leadership, collaboration, and advocacy. Teachers applied professional learning in classrooms and influenced peers through coaching, curriculum design, and advocacy. Social network analysis across three waves (2022–2024) showed increased density and reciprocity in teacher work and collaboration networks, suggesting sustained reductions in teacher isolation. Implications for sustainability, district partnerships, and future professional learning models are discussed.
Keywords
Computer Science Education, Teacher Leadership, Professional Development
Professional Bio
Dr. Laurie Brantley-Dias’s research centers on technology integration in education, with emphasis on STEM teaching, personalized learning, teacher reflection, and social justice pedagogy. She has led grant-funded studies on technology-supported professional development in K-12 contexts. Her publications examine teacher preparation, technological pedagogical content knowledge, and digital tools’ impact on student engagement. Current projects focus on digital equity, personalized learning and innovative approaches to teacher professional growth.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Dias, Laurie; Dias, Michael; Morrissey, Susan; and Koballa, Thomas R., "Developing Computer Science Teacher Leaders in Rural Georgia: Year Three Evaluation of Ga-RCSL" (2026). Georgia Educational Research Association Conference. 29.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/29
Developing Computer Science Teacher Leaders in Rural Georgia: Year Three Evaluation of Ga-RCSL
Preston 1
This presentation reports results from the third-year evaluation of the five-year Georgia Rural Computer Science Leaders (Ga-RCSL) project, funded by an NSF Noyce Track 3 Grant. The evaluation examines how Ga-RCSL supports 16 STEM teachers from rural middle and high schools in south Georgia in developing as computer science teacher leaders by fostering collaboration, reducing professional isolation, and strengthening teacher identity and self-efficacy. Data sources included surveys, interviews, portfolios, and social network analysis. Findings indicate that Ga-RCSL is strengthening rural computer science teacher leadership pipelines and contributing to retention in high-need contexts. Survey data revealed modest growth in participants' sense of identity as computer science teachers. The greatest increases in confidence and ability to teach computer science occurred from year one to year two, with smaller or plateauing gains in year three. Interviews highlighted professional growth and systematic contributions, demonstrating competencies in instructional leadership, collaboration, and advocacy. Teachers applied professional learning in classrooms and influenced peers through coaching, curriculum design, and advocacy. Social network analysis across three waves (2022–2024) showed increased density and reciprocity in teacher work and collaboration networks, suggesting sustained reductions in teacher isolation. Implications for sustainability, district partnerships, and future professional learning models are discussed.
