CONTACT BT ABOUT
• Professional Learning
My CSTA Story
BT first learned about CSTA from using the CSTA K–12 CS Standards, which were especially useful and important to him given the lack of state, district, or local guidance on what should be taught in CS classrooms. He joined CSTA in 2014 for the same reasons as many others: to connect with educators doing similar work, to identify strong resources and independent guidance, and to deepen his knowledge and skills with computer science education. Since then, BT became increasingly involved as a CSTA member and volunteer before joining staff in 2019.
As VP of education and research, BT works to improve the teaching and learning of K–12 computer science. He manages the student and teacher standards, develops new programs and professional learning opportunities, and directs research projects. Most of his work involves equity-focused professional development for K–12 CS teachers.
Prior to joining CSTA, BT was a teacher and administrator in San Francisco. As computer science supervisor for the San Francisco Unified School District, he worked to expand equitable access to creative, rigorous, and relevant computer science instruction to all students. He managed the policy, curriculum, professional development, partnerships, and research that expanded annual CS participation from 700 mostly white and Asian male students in 2014 to over 25,000 students in 2019, with demographics that mirror overall enrollment.
He earned a bachelor’s degree in psychology and neuroscience from Yale University and a master’s degree in urban education policy and administration from Loyola Marymount University.
BT was a lead author of the K–12 CS Framework, the CSTA K–12 CS Standards, the CSTA Standards for CS Teachers, and California’s K–12 CS standards. He has also served as the district representative on CSTA’s board of directors.