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This paper summarises the co-design model utilized throughout 2020–2022 by WeatherBlur, a community-based citizen science project. Project leaders and teachers working in classrooms across multiple states collaborated to develop iterative instructional practices for classroom implementation and professional development to support teachers’ use of the program. Participants received necessary support and training to facilitate their ongoing success as the project evolved and grew. External evaluators tracked the planning group’s co-design process, collecting data on the research-practitioner partnership and the ways their input impacted the project’s development over time. During the final year of the project, the planning group reflected upon their work and identified five criteria that emerged as successful elements of this co-design process. 1. Creating a culture of trust, 2. Time and patience, 3. Foundational knowledge and deconstruction for understanding, 4. Mutually beneficial collaboration, and 5. Commitment to engagement and flexibility. We present a full explanation of these five criteria, including how the WeatherBlur team developed and nurtured the associated behaviors and strategies. This set of takeaways is applicable to many contexts, and this paper provides insight for future co-design models seeking to replicate a development process that utilizes collective resources and input from a range of collaborators. 

Abstract In‐service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects of supporting the teacher in “just right” ways to learn and teach an embedded CT curriculum. We qualitatively analyzed 22 teachers' discourse through a case study approach. We identified how CT is afforded and constrained through curriculum design and teacher professional development support. Teachers expressed that the supports that were critical to their confidence and perceived ability to teach CT were (a) a program that provides “just right” support, (b) a program that provides options and individualization, (c) an internal personal identity that embraces continual innovation and learning, and (d) an educational system that is encouraging and supportive of the effort and creativity it requires to implement innovative and intensive embedded CT programs. These findings can inform how to support teachers to integrate CT within existing STEM curricula as a core scientific and mathematical practice and to foster student interest in computer science.