Monterey County on Computer Science Education

In this episode of the Getting Smart Podcast, we dive into California’s groundbreaking efforts to expand equitable access to computer science education. Joined by Dr. Caryn Lewis, Rod Garcia, and Dr. Sharisa Chan, we explore how initiatives like the Cal MSCS Professional Learning Partnership are fostering equity, building interdisciplinary approaches, and promoting AI literacy for students and educators alike. From creating immersive communities of practice to emphasizing the importance of family engagement, this conversation reveals how California is setting the stage for a future-ready generation. Whether you’re an educator, policymaker, or parent, this episode is packed with insights on how to create the conditions for authentic, inclusive, and impactful learning experiences.

Outline

• (00:00) Introduction to the Getting Smart Podcast
• (03:49) The Design of the CS Model
• (06:49) The Relevance of Computer Science Today
• (12:56) Equity in Computer Science Education
• (18:23) AI Literacy in Computer Science
• (26:33) Conclusion and Final Thoughts

Introduction to the Getting Smart Podcast

Victoria Andrews: You are listening to the Getting Smart Podcast. I’m Victoria Andrews. Over the last few years, we’ve talked a lot about AI and what that means for leaders, educators, and learners—what they need to know and what they need to be able to do. A huge part of this conversation is increasing access to computer science education for all learners. In the Golden State of California, there are synergistic efforts underway to really make this vision a reality. UCLA’s Computer Science Equity Project and the California Mathematics, Science, and Computer Science Partnership, also known as Cal MSCS, are two driving forces set on improving and expanding computer science education across California, especially for educators.

And I love and appreciate that they have an equity lens when they’re doing this work. On this episode, we’re joined by three guests who are leading this work at the city and county levels: Dr. Caryn Lewis, the Assistant Superintendent of Educational Services for the Monterey County Office of Education; Rod Garcia, the Cal MSCS Computer Science Content Lead, Steering Team Co-chair, and Computer Science and Digital Learning Program Coordinator; and Dr. Sharisa Chan, Co-lead from UCLA Center X, representing the UCLA Computer Science Equity Project. How’s everybody doing today?

Dr. Caryn Lewis: Doing great.

Rod Garcia: Yeah, doing nice.

Victoria Andrews: I want us to get into the conversation of what each organization is doing and the different innovative ways they’re doing it. So, Caryn, can you just share a little bit about how California is leveraging human talent in a new and innovative way?

Dr. Caryn Lewis: Yeah, I’m happy to do that, Victoria. Thank you so much for including our team in this important topic. We’re excited to be here with you today. I think, very much like the Getting Smart team and other organizations around the country, California is innovating in many ways and accelerating progress, I would say, through a variety of different professional learning systems.

One example of this approach is the work that’s taking place through the California Mathematics, Science, and Computer Science Professional Learning Partnership. And of course, that’s a mouthful. So, in education, we always have to have an acronym, and for us, it’s Cal MSCS. Cal MSCS is really a statewide grant designed to maximize human potential through interconnected partnerships and leveraging statewide assets.

Within our team, it’s three County Offices of Education that lead the professional learning work alongside statewide subject matter partners. County Offices of Education within the state are under the umbrella of the California County Superintendents. There is an infrastructure already in place through these 58 County Offices of Education, and it’s largely that infrastructure and design that we leverage this work through. For the MSCS Computer Science team, this includes the Monterey County Office of Education and our partners at the UCLA Computer Science Equity Project.

Victoria Andrews: So, I love that you guys are not working in silos. You’re capitalizing on the idea that there’s strength in numbers, and it really does take a village to make something of this nature work in such a great and grand state as California.

The Design of the CS Model

Victoria Andrews: So, Caryn, can you talk a little bit more about the design of the CS model?

Dr. Caryn Lewis: Right. Today, one of the most important factors we see impacting educator success is the opportunity for them to upskill or relearn concepts that support future-ready learning. We have amazing educators in our classrooms across California, and the great news is that we can learn from each other. However, we’re not always set up to support that kind of learning model. So, both of those things can be simultaneously true.

I would say that our computer science team is relentlessly focused on learning through rich, immersive, deeper learning experiences. How do we go about creating the conditions for that kind of work to take place? Computer science communities of practice are bringing together students, teachers, school leaders, and County Office team members to actually experience that learning together in a variety of environments.

When you bring all those people together and focus on innovating and providing opportunities for people to move forward successfully, you begin to see what the potential could really be. We’re not looking for one model as we move across the state. We’re really looking for a variety of existing models of practice and combining that experiential learning with a meaningful approach to professional development. This allows educators to apply knowledge, apply strategies, and take those new and existing change ideas they’ve been working on and apply them within their own learning communities.

Victoria Andrews: Knowing what we know about adult learning styles—that adults learn best from each other—creating these communities of practice where they can showcase and demonstrate their learning, make mistakes in a safe and vulnerable environment, and grow in their competencies is so important. Often, teachers and educators are the least likely to want to make a mistake in front of another person. But if I know I’m working alongside someone who’s also trying to grow through deeper learning and experiential opportunities, I’m more inclined to participate and be my true, authentic self. That allows me to serve my students in the best way possible.

I think you guys are doing a stellar job creating these different types of learning environments where adults can truly embrace what it means to be a computer science educator and understand their position in the whole ecosystem.

The Relevance of Computer Science Today

Victoria Andrews: Let’s shift a little bit and talk about all that’s going on in the world—AI, employment trends, and why computer science education is so important right now. Rod, I know we’ve had conversations about this. Can you share a little more?

Rod Garcia: Absolutely. Thank you for the question. It’s so true—it’s more relevant than ever. AI isn’t just something tech companies are talking about anymore. It’s in our classrooms, hospitals, city planning—everywhere. When we talk about computer science education today, we’re really talking about preparing our students to understand and navigate the way the world is shaping around them. And for now, computer science isn’t just about learning how to code anymore. One of the things I love about California’s K-12 computer science content standards is how they highlight those big ideas, like algorithms or the impacts of computing. Computer science education helps our students think about questions like: How does technology work? Who has designed it? Who is benefiting from it, and who might not be benefiting from it?

For me, that’s why computer science is so powerful. It gives students tools to solve real-world problems, express themselves creatively, and think critically about this digital world that is immersing them as they grow up in it. The best part is that with the Cal MSCS grant, we have the runway—or roadmap—to ensure this doesn’t happen by chance. We’re helping educators across the state bring these ideas into their classrooms in meaningful and focused ways, reaching all communities, whether rural or urban.

The Cal MSCS professional learning partnerships help us build and support systems so that every student can engage with computer science—not just as a side subject, but as a core part of their education. So yes, computer science is more relevant than ever because the future is already here, and our students deserve to be equipped with the tools to be ready for it.

Victoria Andrews: And when you think about how different generations, like Generation Alpha, are indeed digital natives—they don’t know a world in which an iPad or FaceTime doesn’t exist—it’s almost neglectful if we aren’t exposing them to what is essentially making their world work. Like you said, algorithms, noticing patterns, and how those patterns are applied—even exposing them to coding at a young age. And as you mentioned, the K-12 computer science standards in California provide those on-ramps. Whether you’re in kindergarten or a sophomore in high school, there is an entry point.

What I really appreciate, too, is that it’s interdisciplinary. It’s not just one teacher’s job or that elective teacher’s role. It’s the cybersecurity class, the math class, the English teacher’s class—everybody. And I really appreciate what I’ve heard from you all: everyone seeing themselves as a computer science teacher and embracing that. Rod, can you share a little more about what you’ve seen across the K-12 education spectrum and how educators are bringing deeper learning and computer science into their classrooms?

Rod Garcia: Absolutely. I’ve observed that teachers are being very intentional about thinking through the impacts of why their students are learning what they’re learning in computer science. It’s not just about learning how to write code for the sake of writing code. It’s about embodying one of the five core concepts of the computer science standards: the impacts of computing.

For example, why are these skill sets essential in an integrated space? Whether it’s a designated computer science program or thinking about how technology impacts other academic disciplines, educators are being thoughtful. What I love about what I’m seeing from classroom educators and leaders is their intentionality in developing and supporting students in a more civic-minded way. They’re helping students think about how they can be global citizens and contribute to the world, and why computing is so important for them to understand given the growing nature of society. That’s what I love about the way California is approaching computer science.

Victoria Andrews: And what you all have done with educators participating in these communities of practice is showcase that learning by visiting different schools—rural, suburban, and urban classrooms—and putting educators in those spaces. It’s not just, “Oh, I heard this is going on.” It’s, “No, I saw it going on.” I remember seeing Caryn wearing 3D glasses, actually experiencing what students were doing. While she was doing that, it was a high school class capturing the experience with video technology.

It’s not just far off, or just one teacher’s role. You’re fully immersing educators in what’s possible. So often, educators need to see it to believe it, and you’ve fully embraced that in the way you’re showcasing what’s possible.

Shorts Content

Equity in Computer Science Education

Victoria Andrews: So often, some students don’t have that exposure. Sharisa, can you talk to us a little bit about why equity in computer science is important?

Dr. Sharisa Chan: Sure. This is a great time to think about those immersive experiences and the different things happening across the state that are tailored to students and their communities. For us, equity is a huge component.

I’m a former teacher, and for me, I know that equity is essential—getting to know the students and meeting them where they are. As a former administrator, it’s the same with staff: getting to know who you’re working with, what they know, what they bring, and what they have access to—or don’t have access to. That’s a huge component for us.

We’re focused on getting computer science into the hands of kids who are historically excluded. We’re seeing groups like young women and girls underrepresented in computer science, as well as some boys. What we see are mostly white and Asian males being represented, but it goes deeper than that—it’s not all groups within those demographics either.

We want to make sure we’re giving everyone a chance to experience computer science because they might like it. We also want to let them know that it informs the world around us. Everyone who develops something doesn’t always think about everyone else, and it’s not their fault—they know what they know. By inviting other voices in, we’re opening up the playing field for more access and representation.

If we don’t have a seat at the table for all our students from different backgrounds, we’re missing out. When we’re generating and building things within computer science, we need everyone’s voice.

Victoria Andrews: Like you said, unintentional bias—we all possess it. But when you have more people at the table representing diverse walks of life and lived experiences, you’re slowly but surely inviting more people in. Especially the earlier, the better.

Speaking of equity, Sharisa, the Cal MSCS centers equity not only as a goal of the initiative but as a connector within all computer science areas. Can you speak specifically about other ways you’ve been connecting across California?

Dr. Sharisa Chan: Absolutely. I want to start with the brainstorming process. Each of our groups works on defining equity and what it looks like within the work we’re doing. For example, if it’s integrated CS, we’re looking at how we’re being equitable in our approach and culturally responsive. Each of our core building blocks has its own equity statement.

As a greater group, we come together to discuss this. We revisit it often, asking, “What are we doing? How are we meeting these goals?” When we’re out in the field, are we seeing what we want to see? If not, how do we adjust? How do we pivot to ensure these experiences are being offered to students and staff? In thinking about our communities of practice (CoPs), we often have panels of individuals who share their experiences. It’s so important—beyond just seeing things in the classroom. As you mentioned earlier, Victoria, adults learn best from each other. Sometimes it’s scary for teachers to step out of their comfort zones, especially when they’re used to working in their own classrooms. But when they hear others share how they’re approaching things, it opens up the field and makes them think, “Hey, this is possible.”

We also revisit the goals we’ve set for equity. For example, are the folks out there working toward these goals? Yes, we talked about it, but now we know more. How do we pull in and leverage the information being shared by others during these sessions? How do we incorporate it into the equity statements we’ve been working on? How do we redefine what we want equity to look, sound, or feel like when we’re out in the field—especially when it comes to computer science education?

Victoria Andrews: And speaking of computer science education, we touched on this earlier—about the necessity of it given trends in upskilling and the number of careers people go through in their lives.

AI Literacy in Computer Science

Victoria Andrews: Do you, Rod and Sharisa, consider AI literacy a part of computer science education? What are some ways you’ve approached that?

Dr. Sharisa Chan: I’ll start off—oh, go ahead, Rod. I see you.

Rod Garcia: Sure, I’ll jump in here. Yes, I do think AI literacy is definitely part of computer science, and that’s becoming more apparent every day. When I talk to educators and leaders within the Cal MSCS network, there’s a growing realization that students aren’t just using AI; their experiences are being shaped by it in so many ways.

Through computer science, we have an avenue to help students understand how AI works, what it can do, and, just as importantly, what some of the impacts, limits, and risks may be. That’s where computer science comes in. The California standards include many broad concepts that set the expectation for what’s being learned. These are the building blocks students need to understand how AI works—for instance, how AI learns, what kind of bias can creep in, and how it’s being used in what they interact with, whether that’s social media or hiring decisions.

For educators, it’s not about becoming AI experts overnight. What I love about the Cal MSCS professional learning grant is that we’re creating spaces for teachers and leaders to explore AI and computer science in approachable ways. This helps them understand what AI might mean in an integrated sense as it relates to their students. So yes, AI literacy is part of computer science, and helping students and educators engage with it thoughtfully ensures they’re learning future-facing concepts that benefit our world and today’s students.

Victoria Andrews: Sharisa, what else did you want to add?

Dr. Sharisa Chan: That was great, Rod. Thank you. I’ll add that as Rod was speaking, I was thinking about the work we’re doing with California Math, Science, and Computer Science—not only with teachers, administrators, and students but also with parents and families. Educating parents and families is so important. Within our computer science steering committee and beyond, we think about family and community engagement and how to make connections there.

AI literacy isn’t just about students—it’s about their parents too. How do I, as a mom, dad, or caregiver, help my child with this? It’s something we think about and talk about frequently within Cal MSCS.

Victoria Andrews: And that’s far from little—that’s huge. When we think about closing divides, like the technology divide or literacy divide, AI literacy is a potential divide too. If a parent or grandparent doesn’t understand patterns, algorithms, or the biases present in AI, that divide continues to grow. Bringing families and communities alongside in this part of education is super important and powerful.

Caryn, did you want to add anything to that?

Dr. Caryn Lewis: I’m just really excited about what Rod and Sharisa shared. Looking at it from the perspective of what the needs are and how we begin to grow those skills and understandings is key. That really happens through experiences. By bringing families, teachers, and students together, those experiences shape new understandings.

Advice for Leaders in Other States

Victoria Andrews: You’ve been doing this amazing work for a while, and I love that you mentioned it’s a coalition of different communities. You’re ensuring that family communities, educators, technology specialists, superintendents, and state leaders all have a voice and the opportunity to learn. If you had a message to share with leaders in other states about what they can learn from your approach, what advice would you give them to help them get started on their own path?

Dr. Caryn Lewis: Victoria, I love this question so much. I feel like it’s a question for our greater education community. Earlier, Sharisa mentioned approaching this work through the lens of equity, and I think that has to be the foundation of what we’re looking at.

One thing I wanted to mention is that at the very beginning of this grant experience, our larger Cal MSCS team and our partners at WestEd met with every single County Office of Education in California—58 collaborative meetings—to listen, learn, and better understand their needs. That helped shape the work taking place in our communities of practice.

Overall, I would say that professional learning facilitators have an opportunity right now to shape learning experiences in a way that mirrors student learning. Through a learning-by-doing approach, we begin to recognize that we can learn as much from our students as they can learn from us.

We recommend that teams create the conditions for educators and students to learn together through authentic, future-ready communities of practice—the Cal MSCS way.

Victoria Andrews: I love that you said “create those conditions” because everything is already there—the educators, the young people—but creating those conditions is key. You’re doing an amazing job of allowing educators to learn from each other, showcase their learning, and participate in meaningful ways. You’re also ensuring they learn from others whose districts and communities may look different—whether rural, suburban, or urban, or whether they’re high school or elementary educators.

The bigs and littles don’t always mix, but you’re creating those conditions for true, authentic learning. We can’t say it’s exceptional and great practice for young people if we’re not doing it for the adults working with them. Kudos to you for the work you’re doing. Creating those conditions is not easy—it’s not a light switch. But you have amazing people at the table, from campus-based leaders to state leaders, who are invested in this work.

We want to encourage you to continue doing the amazing work you’re doing. Thank you for sharing your learnings and encouraging others to create those conditions. It may be a little messy, but ultimately, it benefits not just young people but communities as a whole.

Conclusion and Final Thoughts

Victoria Andrews: Thank you for tuning in and hearing from Sharisa, Rod, and Caryn. We look forward to you stopping by and hearing more. Thanks.

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Guest Bio

Rod Garcia

Rod Garcia is a former elementary school teacher and lifelong science enthusiast. He has helped to develop and implement science programs for our local communities, as well as, transition schools to 21st Century learning environments. With the onset of increasingly digitized learning environments and opportunities, Rod is focused on innovating educational practices to prepare our students for the future. As part of the STEAM Team for MCOE Ed Services, Rod’s main focus is centered around supporting schools in their efforts to build Computer Science (CS) programs , transition to Distance Learning, and promote equitable practices in a digital space for all K-12 students.

Dr. Caryn Lewis

Operating from core principles that everything we do must generate a positive impact on the success of all students, our Educational Services team is dedicated to growing the collective capacity of the Monterey County educators who lead this vital work every day. Our shared purpose is to engage in collaborative partnerships and develop dynamic instructional systems in order to accelerate learning and maximize opportunities for all of our youth. Recognizing the diverse needs of our learning communities across the region, we are committed to supporting schools and districts with innovative programs and services to ensure equitable solutions for college and career readiness. Our goal is to provide you with extraordinary service and ongoing support to develop rigorous academic pathways that foster student agency and cultivate deeper learning competencies.

Dr. Sharisa Chan

Dr. Sharisa Chan is the Associate Director of Curriculum, Instruction, and Professional Development for UCLA Center X’s Computer Science Equity Project. Previously, she served as a county administrator at the San Bernardino County Superintendent of Schools, focusing on equitable computer science and technology integration in education. She led sessions on Equity Minded Instruction in Computer Science for Seasons of CS and organized Innovation Day events, offering underrepresented students hands-on experience with physical computing tools tied to Global Sustainable Development Goals. Additionally, Dr. Chan provided professional development for TK-12 teachers on integrating computer science into their curricula. She holds a doctorate in Educational Leadership with a focus on Curriculum and Instruction, a master’s degree in Education from UC Riverside, and a bachelor’s degree in Liberal Studies. Dr. Chan is passionate about expanding computer science education and fostering interdisciplinary connections in the classroom.

Links

• Watch the full video
• CSforCA
• Dr. Sharisa Chan
• Rod Garcia
• Caryn Lewis
• UCLA Center X
• Monterey Department of Education
• California Mathematics, Science, and Computer Science Partnership