This report presents outcomes of a RAPID Collaborative Research grant that supported a professional development series (“NEXT”) for high school Exploring Computer Science (ECS) teachers in Chicago Public Schools (CPS) during the 2020–2021 school year. The project aimed to develop processes and actions to mitigate the impact of remote instruction on students’ access to high-quality and equitable computer science (CS) instruction. The Chicago Alliance for Equity in Computer Science (CAFÉCS), a long-standing partnership between university computer science faculty, educational researchers, and CPS teachers and administrators, designed a series of professional development (PD) workshops for teachers, a coaching model with various one-on-one and group coaching options, and a professional learning community (PLC) to build coaches’ capacities to support teachers during the pandemic. Drawing on qualitative data, we analyzed instructional coaches’ and teachers’ experiences with remote PD during COVID-19. The instructional coaching team designed PD workshops and coaching structures around key ECS instructional strategies and prioritized teachers’ emotional needs throughout the pandemic-impacted school year. Teachers reported that focusing on key instructional strategies helped (re)ground them in the ECS framework and build community with and among students in the remote environment. Moreover, teachers felt emotionally supported by their coaches and gained a sense of community with other CS teachers. Findings suggest that districts should design PD to meet teachers’ instructional and emotional needs and invest in instructional coaches’ professional development.