Board Chair, Teacher Education Representative (July 2022 – June 2026)
Charity Freeman
My CSTA Story
Charity’s journey as “unofficial brand ambassador for CSTA” began when she received a scholarship to attend the 2019 CSTA Annual Conference. There, she learned about CSTA’s then–brand new Equity Fellowship and went on to join its first cohort! Since then, Charity has written several articles for CSTA’s The Voice, served as the first Equity Strand Lead of the Annual Conference Committee, and led CSTA’s Nominations and Elections Committee. She became chair of the Board of Directors in July 2023. “#iLoveMyCSTA, and I’m passionately committed to our organization’s growth as we support and advocate for our teachers to be seen, heard, and valued.”
My Story
As part of the University of Illinois Urbana-Champaign’s computer science department, Charity Freeman is supporting the launch of two new graduate degree programs in her hometown of Chicago. Tried and true, she’s a diehard Bears fan, staunch supporter of the “Sears Tower,” and a firm believer that ketchup doesn’t belong on hot dogs. Her determined spirit carries into her work in CS education throughout the state of Illinois, where she helps lead the newly formed ECEP Illinois team. As a governor-appointed member of the Illinois P–20 Council, she co-chairs a project-based working group on scaling K–12 CS education. Charity is also the lead instructor of the Teaching Methods in Computer Science endorsement course for in-service teachers at UIUC’s College of Education.
In her spare time… That’s funny. Charity’s rarely-enjoyed hobbies include watching football, playing tennis, and enjoying dinner with her family. Meanwhile, she’ll continue focusing on building and sustaining K–20 CS education ecosystems that systematically identify and address disparities in opportunities, outcomes, and representation in computing education.
Amanda was inspired to join CSTA because the organization’s focus combines her interests in computer science and education. While she has not worked as a formal classroom teacher, she worked as a dance teacher for several years. After earning her undergraduate degree in computer science, Amanda pursued research on STEM education, earning a PhD in learning, teaching, and diversity. Amanda enjoys learning from and supporting the members of CSTA as we strive to provide equitable access to CS education through quality professional development and other programs.
My Story
Amanda is the project manager for Expanded Computer Science Professional Development Week, a grant from the US Department of Education that supports teacher-driven PD events for K–12 CS teachers. Drawing on her experience in computer science and education research, Amanda also supports the work of CSTA’s PD Committee and PD Provider Summits to curate quality professional learning opportunities for CS educators.
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.
My Story
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.
Experienced CS teachers should use the Self-Reflection Worksheets and the indicators detailed within each standard to determine where their professional...
International Representative (October 2022 – June 2024)
Edge Angeles
My CSTA Story
Although Edge had attended CSTA conferences and became a bag stuffer in Omaha in 2018, he didn’t really know what to expect, or that it would lead him to love the people who were involved. From stuffing bags to meeting with CSTA’s executive director to leading the first non-American CSTA chapter to serving on the board, Edge is inspired to keep going by the people he shares the love with and the people who share it along the way.
My Story
Edge is currently a licensed high school CS teacher, and he has been teaching CS and computer education since 2005. He has taught at several of the premier private high schools in the Philippines, and he spent a considerable amount of time teaching theoretical CS and software development at the tertiary level. While working at the university level, Edge contributed to the recommendations for the curricula of bachelor’s degrees in computer science and entertainment and multimedia computing. Edge now works to generate computer science content and curricula at the elementary, middle, and high school levels.
