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Policy for Progress:
WHAT IS POLICY FOR PROGRESS?
WHAT IS POLICY FOR PROGRESS?
This session introduces educators to the policy process as a practical tool for advancing equitable K–12 computer science and AI education. Using New York’s existing CS policies as a foundation, participants will learn to identify systemic barriers in their schools, propose policy ideas, and understand how local, district, and state-level policies shape who learns computing.
This session introduces educators to the policy process as a practical tool for advancing equitable K–12 computer science and AI education. Using New York’s existing CS policies as a foundation, participants will learn to identify systemic barriers in their schools, propose policy ideas, and understand how local, district, and state-level policies shape who learns computing.
Through guided discussions, case examples, and breakout activities, educators will explore real-world CS education policies, such as certification requirements, graduation mandates, and teacher training programs, and imagine new ones. The session uses a participatory pedagogy: teachers brainstorm “What if…” questions to unpack assumptions about equity and access, then develop advocacy ideas they can bring to administrators, CBOs, and policymakers.
By the end of the session, teachers will understand the four key stages of policy development to Identify, Create, Adopt, Implement ideas. They will have practiced connecting these stages to their own school contexts and AI integration goals.
Facilitator of Policy for Progress
Facilitator of Policy for Progress
Tom O'Connell
Tom O'Connell
Tom O’Connell (he/him) is an educator, coalition builder, and CS policy advocate in New York City. He serves as a high school computer science teacher, CSForNY Coalition leader, and CSTA New York Chapter organizer, where he supports K–12 teachers in expanding computer science access and integrating AI literacy into their classrooms.
Tom facilitates workshops that empower teachers to engage in policy design, equity advocacy, and AI integration, drawing from his work with NYC Public Schools and state-level collaborations with NYSED and ECEP. His sessions blend systems thinking and hands-on inquiry, helping educators see themselves as change agents who can influence the policies shaping their students’ futures.
How is EEAI incorporatingthis practice?
How is EEAI incorporatingthis practice?
EEAI supports teachers in navigating the rapidly changing computer science and AI education landscape by building their confidence to influence local and state education policies. This workshop aligns with EEAI’s mission by helping educators connect AI literacy, computer science access, and educational equity through policy action.
Educators will learn how policies like teacher certification pathways, district and state CS dashboards, and funding programs can be levers for ethical and equitable AI implementation in schools. They’ll also explore how to advocate for inclusive CS and AI learning opportunities that align with existing CS education frameworks, including New York’s CS&DF Standards and the UNESCO AI Competency Framework.
By examining real examples from New York and other states, participants will practice identifying opportunities where CS and AI education equity can be advanced through data reporting, curriculum integration, and cross-sector collaboration. Teachers leave with policy tools, advocacy partners, and next steps for engaging their communities in equitable CS and AI adoption.
Resources
Resources
Policy Process Framework
(Identify → Create → Adopt → Implement)
The four-step cycle used to define problems, design policies, gain approval, and implement educational change. This model is used throughout the session to analyze real CS and AI education policies.
CSforNY Coalition
A statewide coalition advocating for equitable computer science access across New York; leads statewide policy advocacy and community collaboration.
CSTA Policy Advocacy Kit
A toolkit from the Computer Science Teachers Association to help educators engage with local, district, and state CS policy issues.
ECEP Alliance (Expanding Computing Education Pathways)
A national alliance supporting states—including New York—in expanding equitable computer science education through policy, data dashboards, and teacher pathways.
CAPE Framework (Capacity, Access, Participation, Experience)
An equity framework used to analyze who has access to computing education, who participates, and the quality of their experience. Often used in state CS policy planning.
2024 State of CS Education Report
Annual national report, by Code.org, analyzing CS policies, teacher training, and equity indicators by state; the main advocacy data tool for state and district leaders.
CS as a Graduation Requirement: National Landscape Report
Analysis of how different states have implemented or proposed graduation requirements for computer science, with implications for NY policy. Developed by SageFox Group
UNESCO AI Competency Framework for Students and Teachers
A global guide to integrating AI literacy, ethics, and human-centered technology concepts into K-12 teaching.
NYSED State Plan for Computer Science Education
The official NYSED plan outlining state priorities for expanding equitable access to computer science learning.
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