Rachel Miller

My CSTA Story

Rachel Miller’s work in computer science education began as a third-grade teacher, where she was always looking for ways to help students become creators, not just consumers, of technology. She often collaborated with her school’s tech teacher, at the time, to bring new ideas into the classroom. Rachel was later hired onto a Research Practice Partnership to help lead the integration of computational thinking into K–5 classrooms, and she has remained deeply involved in this work over the past eight years. She has presented at CSTA and CSTA New England and continues to work alongside educators to expand access to meaningful computer science learning experiences.

My Story

Rachel Miller is an educational leader in Springfield Public Schools, MA, where she leads district-wide work in the implementation of the Digital Literacy and Computer Science (DLCS) standards and oversees Advanced Placement (AP) programming.

Her work in computer science education began as a third-grade teacher, when she joined a Research Practice Partnership focused on integrating computer science and computational thinking into K–5 classrooms. Over the past eight years, she has continued this work, helping to coordinate the development of elementary curriculum and working alongside educators to bring these experiences into classrooms in meaningful ways, including holding a yearly CS showcase!

That experience has shaped her path into district leadership, where she now supports administrators and educators across a large urban district serving over 24,000 students. She leads professional learning for both DLCS and AP, working to strengthen instructional practice, and expand access to rigorous coursework.

Rachel is especially passionate about early access to computer science and ensuring educators feel prepared and supported to bring this work into their classrooms.

She is currently pursuing her Doctor of Education (Ed.D.) at American International College, where her research focuses on early computer science, equity, and long-term educational outcomes.