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As states and districts adopt policies and programs to broaden participation in computer science, there is a growing need to effectively develop and support more computer science teachers. Instructional coaching is a form of professional development that districts can implement to provide ongoing support to teachers. In Chicago, a recent policy change made computer science a high school graduation requirement. The district adopted the Exploring Computer Science (ECS) curriculum and professional development program as the primary means for fulfilling the requirement. As part of the district’s effort to consistently offer equitable computer science experiences for all students, an emphasis was placed on supporting ECS teachers through coaching. Over the past five years, the district developed, implemented, and refined an instructional coaching model for ECS teachers. The coaching model continues to scale up across the district, with over 50 teachers participating in the 2019-2020 school year. The coaching team also adapted the model in response to the shift to remote learning during the COVID-19 pandemic. In this paper, the authors share details of the ECS coaching model in Chicago, its impact, and lessons learned from the past five years of implementation. 

A key strategy for broadening CS participation in the Chicago Public Schools (CPS) has been the enactment of a high school CS graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development (PD) program serve as a core foundation for supporting enactment of this policy. The CAFECS researcher-practitioner partnership provides support for ECS implementation in CPS. An important part of the sustainability of the ECS PD model in CPS is the development of local workshop facilitators. Potential facilitators have generally been selected based on the CAFECS team's personal familiarity with active ECS teachers. Once selected, teachers engage in a two-year apprenticeship program to become facilitators. However, in the three years since the enactment of the policy, the number of ECS teachers and students has grown significantly. This rapid expansion of the CS teaching force has strained the ability to confidently identify new facilitators from a large pool of teachers and ensure consistency of workshop implementation. As a result, CAFECS is exploring how to supplement the ECS Facilitator Development Model through a proactive recruitment model and explicit support for the mentoring process.