Earners demonstrate their understanding of the use of algorithms. In addition, earners show how to effectively support students in learning about the development, combination, and decomposition of algorithms and evaluating competing algorithms. This microcredential also asks earners to develop a plan for targeted professional development to deepen their CS content and pedagogical knowledge and skills continuously.

This microcredential represents the knowledge of how to teach the use of algorithms in a secondary classroom to support student learning of age-appropriate algorithms from the real world in the early grades. As students progress, they learn about the development, combination, and decomposition of algorithms, as well as the evaluation of competing algorithms. They learn that algorithms are designed to be carried out by both humans and computers. Please locate "01. PROFICIENCY SCALE – Algorithms & Programming – Algorithms" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of data collection with computational and non-computational tools and processes, including collecting, visualizing, transforming, and analyzing data about themselves and their world. The teacher will demonstrate how to effectively support student learning in the effects of collecting data with computational and automated tools. Earners will also show how they develop purposeful strategies to challenge unconscious bias and minimize stereotype threat in CS proactively.

Through a project, students demonstrate their understanding of data collection with computational and non-computational tools and processes, including collecting, visualizing, transforming, and analyzing data about themselves and their world. Students will demonstrate their learning of the effects of collecting data with computational and automated tools.

Data is collected with both computational and non computational tools and processes. This microcredential represents the knowledge of how to teach collection, visualization, and transformation in a secondary classroom to support student learning about how data about themselves and their world is collected and used in the early grades. As students progress, they learn the effects of collecting data with computational and automated tools. Data is transformed throughout the process of collection, digital representation, and analysis. In early grades, students learn how transformations can be used to simplify data. As they progress, students learn about more complex operations to discover patterns and trends and communicate them to others Please locate "01. PROFICIENCY SCALE – Data & Analysis – Collection, Visualization, Transformation" in the resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

This microcredential represents the earner's ability to teach computational thinking concepts in any K–12 classroom. Computational thinking is defined as the thought processes involved in formulating a problem and expressing its solutions in such a way that a computer (human or machine) can effectively carry them out. Please see "01. PROFICIENCY SCALE – Computational Thinking" in the resources to view specific performance standards included in this microcredential.

Earners demonstrate their understanding of control structures. Earners demonstrate how to effectively support students in learning sequential execution and simple control structures, including how to combine structures that support complex execution and that control structures specify the order in which instructions are executed within an algorithm or program. This microcredential also asks earners to design and adapt learning experiences that align with comprehensive K-12 CS standards and plan activities that use evidence-based, CS-specific teaching strategies to develop students’ conceptual understanding and proactively address student misconceptions in CS.

Earners demonstrate their understanding of control structures. Earners demonstrate their learning of sequential execution and simple control structures, including how to combine structures that support complex execution and that control structures specify the order in which instructions are executed within an algorithm or program.

This microcredential represents the knowledge of how to teach the use of control in a secondary classroom to support student learning of sequential execution and simple control structures in the early grades. As students progress, they expand their understanding to combinations of structures that support complex execution. They learn that control structures specify the order in which instructions are executed within an algorithm or program. Please locate "01. PROFICIENCY SCALE – Algorithms & Programming – Control" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Through a project, students will demonstrate their understanding of fostering an inclusive computing culture. Students will need to include the unique perspectives of others and reflect on one’s own perspectives when designing and developing computational products. Their project will need to address the needs of diverse end users during the design process to produce artifacts with broad accessibility and usability. As well as employ self- and peer advocacy to address bias in interactions, product design, and development methods.

Through a project, students will demonstrate their understanding of collaborating around computing. While creating their project, students will cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities. They will create team norms, expectations, and equitable workloads to increase efficiency and effectiveness. Teams should solicit and incorporate feedback from and provide constructive feedback to team members and other stakeholders.

Through a project, students will demonstrate their understanding of recognizing and defining computational problems. This will include identifying complex, interdisciplinary, real-world problems that can be solved computationally. As well as decomposing complex real-world problems into manageable subproblems that could integrate existing solutions or procedures. Finally, students will need to evaluate whether it is appropriate and feasible to solve a problem computationally.

Through a project, students will demonstrate their understanding of developing and using abstractions. They will need to extract common features from a set of interrelated processes or complex phenomena as well as evaluate existing technological functionalities and incorporate them into new designs. Students will create modules and develop points of interaction that can apply to multiple situations and reduce complexity. As well as model phenomena and processes and simulate systems to understand and evaluate potential outcomes.

Through a project, students will demonstrate their understanding of creating computational artifacts by planning the development of a computational artifact using an iterative process that includes reflection on and modification of the plan, taking into account key features, time and resource constraints, and user expectations. Then students will create a computational artifact for practical intent, personal expression, or to address a societal issue. They may also modify an existing artifact to improve or customize it in this process.

This microcredential focuses on Computer Science Practice 6 - Testing and Refining Computational Artifacts. Through a project, students will demonstrate their understanding of testing and refining computational artifacts. Students are expected to systematically test computational artifacts by considering all scenarios and using test cases. They must then identify and fix errors using that systematic process. Lastly, students must evaluate and refine their computational artifact multiple times to enhance its performance, reliability, and accessibility.

Through a project, students will demonstrate their understanding of communicating about computing. Students will select, organize, and interpret large data sets from multiple sources to support a claim for their project. They will need to describe, justify, and document computational processes and solutions using appropriate terminology consistent with the intended audience and purpose. Then students must articulate ideas responsibly by observing intellectual property rights and giving appropriate attribution in their project.

Earners will need to demonstrate their understanding of the use of computing culture to support the understanding that computing affects many aspects of the world. This includes demonstrating they can effectively support students in learning that computing affects many in both positive and negative ways and at local, national, and global levels, and that individuals and communities influence computing through their behaviors and cultural and social interactions, and in turn, computing influences new cultural practices. Earners will also need to have their personal characteristics influence their beliefs and assumptions about the students in their class, identifying their own biases. Additionally, earners will need to demonstrate how they use universal design for learning, culturally relevant pedagogy, and other techniques to support all students in successfully accessing and engaging with content.

Through a project, students will need to demonstrate their understanding of the use of computing culture to support the understanding that computing affects many aspects of the world. This includes demonstrating computing affects many in both positive and negative ways and at local, national, and global levels, and that individuals and communities influence computing through their behaviors and cultural and social interactions, and in turn, computing influences new cultural practices.

This microcredential represents the use of computing culture in a secondary classroom to support the understanding that computing affects many aspects of the world. This includes supporting students in learning that computing affects many in both positive and negative ways and at local, national, and global levels, and that individuals and communities influence computing through their behaviors and cultural and social interactions, and in turn, computing influences new cultural practices. Please locate "01. PROFICIENCY SCALE – Impacts of Computing – Culture" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners will need to demonstrate their understanding of transmitting information securely across networks with appropriate protection. In addition, earners will show how to effectively support student learning in protecting their personal data. Earners will also need to demonstrate how they participate in computer science Professional Learning Communities to collaborate with peers, celebrate successes, share lessons learned, and address challenges.

Through a project, students must demonstrate their understanding of securely transmitting information across networks with appropriate protection. In addition, students will show their learning of protecting their personal data.

Earners will need to demonstrate their understanding of transmitting information securely across networks with appropriate protection. In addition, earners will show how to effectively support student learning in protecting their personal data. Earners will also need to demonstrate how they participate in computer science Professional Learning Communities to collaborate with peers, celebrate successes, share lessons learned, and address challenges.

Earners demonstrate their understanding of the features and applications of common computing devices. Earners will show how they effectively support students in learning about connected systems and how the interaction between humans and devices influences design decisions, including how many everyday objects contain computational components that sense and act on the world. Earners will also need to demonstrate how they promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning.

Through a project, students will demonstrate their understanding of computing devices. Computing devices are often integrated with other systems, including biological, mechanical, and social systems. Their project will show their learning of how abstractions hide the underlying implementation details of computing systems that are embedded in everyday objects.

This microcredential represents the knowledge of how to teach the use of computing in a secondary classroom to support student learning of features and applications of common computing devices in the early grades. As students progress, they learn about connected systems and how the interaction between humans and devices influences design decisions. Many everyday objects contain computational components that sense and act on the world. Please locate "01. PROFICIENCY SCALE – Computing Systems – Devices" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners will demonstrate their understanding of hardware and software to communicate and process information in digital form. Earners will show how to effectively support students in learning how to use both hardware and software to represent and process information, including a deeper understanding of the interaction between hardware and software at multiple levels within computing systems. Earners will also have to demonstrate how they create and implement a plan to improve access, engagement, and full participation in CS using classroom data to inform decision-making. Additionally, earners need to demonstrate how they identify and connect resources in the local community and broader CS ecosystem to support student learning in CS.

Through a project, students will demonstrate their understanding of hardware and software to communicate and process information in digital form. Students will show their learning of how to use both hardware and software to represent and process information, including a deeper understanding of the interaction between hardware and software at multiple levels within computing systems.

This microcredential represents the knowledge of how to teach the use of computing in a secondary classroom to support student learning of how systems use both hardware and software to represent and process information. As students progress, they gain a deeper understanding of the interaction between hardware and software at multiple levels within computing systems. Computing systems use hardware and software to communicate and process information in digital form. Please locate "01. PROFICIENCY SCALE – Computing Systems – Hardware & Software" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of inferences and models to support students in learning about using data to make simple predictions. Earners must also show how they support students in learning how models and simulations are used to examine theories and understand systems and how predictions and inferences are affected by complex and more extensive data sets. Earners will also need to demonstrate how they cultivate a positive classroom climate that values and amplifies varied perspectives, abilities, approaches, and solutions.

Through a project, students demonstrate their understanding of inferences and models to support students in learning about using data to make simple predictions. Students must also show their learning of how models and simulations are used to examine theories and understand systems and how predictions and inferences are affected by complex and more extensive data sets.