This paper investigates how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic. In March 2020, a long-standing research-practice partnership (RPP) between university computer science faculty, educational researchers, and CPS teachers and administrators designed a series of remote PD workshops for teachers, various one-on-one and small group coaching opportunities, and a Coaching Professional Learning Community (PLC). Based on our analysis of qualitative data, we found that the PD series reinforced instructional strategies and increasingly centered teacher engagement and wellbeing. Teachers primarily valued the relational aspects of PD, including collaboration with other teachers and personalized support from the instructional coaches. Leveraging an ecological perspective, we found that the pandemic and remote learning contexts amplified, rather than created, the PD challenges experienced by teachers and coaches, while also providing opportunities for innovation with different PD and coaching structures. Findings suggest that districts expand and invest in individual and small group instructional coaching opportunities and that PD can be designed to address teachers’ instructional and emotional needs.