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Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered. 

Creating effective professional development is critical to support high school teachers who teach computer science (CS) online. The context of this study is based on a current Research to Practice Partnership (RPP) between the University of North Carolina at Charlotte in the United States and North Carolina Virtual Public School (NCVPS). Ten high school teachers from the NCVPS who teach CS online participated in a summer workshop and recommended design, facilitation, and evaluation strategies to be included in effective professional development (PD). The summer workshop was conducted synchronously via Zoom. It provided the opportunity to discuss teacher perceptions related to the research questions "What design, facilitation, and assessment strategies are helpful to include in an AP Computer Science Advanced course?" and "What recommendations do you have for designing an online professional development course for high school teachers to teach computer science online?" The questions were posed through an online collaborative Jamboard, and the affinity diagram method was used for data collection and document analysis was conducted. The teacher posts were qualitatively analyzed to identify common themes. Findings for professional development on content design included CS content, how to teach CS, and CS tools and activities. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. They recommended tools for supplemental instruction, integration of discussion boards for interaction, and tools and strategies to provide feedback for professional development.