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, The Chicago Alliance for Equity in Computer Science (CAFÉCS) – a long-standing research-practice partnership (RPP) between university computer science faculty, educational researchers, and CPS teachers and administrators – designed PD to support Exploring Computer Science (ECS) teachers with remote and hybrid instruction. The “NEXT” PD series consisted of remote workshops for teachers, one-on-one and small group instructional coaching opportunities for teachers, and a Coaching Professional Learning Community (PLC) to support instructional coaches’ professional growth. Based on our analysis of qualitative data collected during and after the PD series, we found that the coaching team focused on reinforcing ECS instructional strategies and increasingly centered their efforts on improving teacher engagement and wellbeing. Teachers primarily valued the relational aspects of PD, including collaboration with other teachers and personalized support from instructional coaches. Despite the project’s initial focus on the COVID-19 context, we found that the pandemic and remote learning environment amplified, rather than created, the PD challenges experienced by teachers and coaches. Findings suggest that districts should invest in developing a sustainable CS instructional coaching program to provide flexible and personalized support to CS teachers with varied PD needs.