A high school computer science teacher transforms challenges into opportunities through the CS-TLC RPP. By connecting with a statewide network of educators, accessing professional development, and creating hands-on learning experiences for students, she reinvigorated her passion for teaching while helping students see the real-world impact of computer science.
As the only computer science teacher at Passaic High School, Fanny Martinez often felt like she was navigating curriculum and programming alone. So when she discovered the Computer Science Teaching & Learning Collaboratory (CS-TLC) through the Rutgers University Center for Effective School Practices (CESP), she saw an invaluable opportunity—and seized it. Now in her seventh year with CS-TLC, Martinez can’t quite imagine her career without the program's learning and professional development opportunities.
The initiative kicked off in 2019 with a five-day, on-campus Summer Institute, which brought together computer science teachers, administrators, and guidance counselors from all over the state. While on campus, Martinez and her colleagues immersed themselves in team-building activities, engaging lectures, and hands-on workshops. After, the cohort sustained their momentum through monthly online meetings and professional development modules.
Each meeting focuses on a specific theme, drawing 30 to 40 educators together to tackle challenges, exchange ideas, and stay ahead of evolving curriculum and technology trends. “CESP also does a great job bringing in industry professionals,” says Martinez. “This gives us insight into what they need and how we can better prepare students for college.”
CS-TLC even helped Martinez tackle one of her biggest challenges—maintaining enrollment. Although she’d start with strong numbers, she struggled to keep students enrolled in more advanced computer science courses, especially her female students.
Her partnership with CESP revealed a solution: meaningful real-world experiences. With their support, Martinez organized a field trip to Rutgers, where students explored the university’s robotics lab, visited the Coding and Social Lounge (formerly the CAVE), and experimented with virtual reality technology. “They were so excited to see computer science in action,” she says. “It gave them the opportunity to make sense of what we talk about in the classroom.” Passaic students now look forward to this field trip each year and have visited college-level computer science programs across the state.
The Power of Networking
Beyond the formal programming offered, Martinez found in CS-TLC a unique network of educators. “There aren’t many high school computer science teachers in general and, in any given school, there may be just one or two,” she says. “CS-TLC provides a space to connect with colleagues who truly understand what I do. It’s an incredible resource, especially for teachers who may not have a strong financial backing from their district like I have.”
In Martinez’s case, she discovered a free cybersecurity curriculum that’s allowing her to expand her course offerings. “These are the kinds of websites, resources, and tools you learn about through networking,” she says. “I have the technical background, but it’s important to also know that I have someone I can count on.”
For Martinez, participating in CS-TLC has been more than a professional development program—it has reinvigorated her passion for computer science. “I would recommend any teacher, regardless of their level of experience, to get involved in CS-TLC,” she says. “For those who are just starting to implement a computer science program in their district, it’s the perfect place to start because you’ll find experienced and passionate teachers eager to collaborate. For those in established programs, it’s a great opportunity to revitalize your courses. I’m always learning something new.”