Computer Science (CS) professional development has increased opportunities to broaden K12 teachers' and students' exposure to CS learning. However, many Indigenous-serving teacher professional development (PD) participants could not facilitate in-classroom implementation without significant follow-up and support. This study aims to understand how the factors emerging from our CS PD affected teachers' PD transition to in-classroom implementation. We analyzed multiple data sources collected over three years of our project. We use logistic regression to explore the data from the PD course. Through analysis, our study indicates that providing teachers with targeted mentorship and ensuring the completion of detailed lesson plans are two factors in the transition of teachers' learning from PD to teachers' implementations in the classroom.

Native Americans (NA) have historically been the most underrep-resented population when it comes to participating in STEM and computing careers. The Navajo are one of the country's largest NA groups, and understanding the barriers and developing solutions to increase their participation will have far-reaching consequences on informing the research and practice on how computing can be taught at NA-serving high schools. The paper describes the experience gained over three years of working in this region via project Let's Talk Code, which aims to help math, science, and art teachers from Navajo high schools develop CS-based projects in their existing courses and provide mentorship and guidance. Let's Talk Code is constructed as a research-practice partnership (RPP) where the teachers (practitioners) work with a multi-institutional team of researchers and CS educators to improve the capacity-building needs of its partners (high schools). The paper details the evolution of the project over the years and highlights challenges, barriers, and strategies that were used to impact a significant number of teachers throughout the project.

The New Mexico teaching workforce does not mirror the demographics of the student population. 60% of NM teachers are white, 34% are Hispanic, and only 3% are Native American, while 61% of NM students are Hispanic, 25% are white, and 11% are Native American, almost guaranteeing that students will not be taught by someone that shares their background and experiences. A potential remedy of this mismatch is for teachers to embrace culturally responsive pedagogy. The goal of this BoF session is to promote a collaborative conversation about mechanisms to expand the under- standing of culturally responsive pedagogy among K-12 computer science teachers and other relevant stakeholders.

The integration of computer science (CS) and computational thinking (CT) in STEM classes has been promoted as one strategy to engage all students in CS education. This approach aims to reduce inequities in access to computing education by placing CS within compulsory science classes. The Project GUTS CS in Science curriculum supports the integration of CT-rich computer modeling and simulation activities and has been promoted to serve the dual goals of exposing students to CS in a powerful context while simultaneously promoting students' understanding of modern scientific practices. This case study follows two middle school science teachers as they implement the curriculum that integrates CS within science classrooms through the use, modification, and creation of computer models of scientific phenomena. Their implementation stories represent the range of enactments from "use-only" in which computer models are used to demonstrate the behavior of a system, to "modify/create" in which teachers support students in the using, decoding and modifying computer models that are used as experimental test beds. These cases illuminate teacher characteristics and pedagogical decisions that impact enactment of the curriculum. Evidence is provided that teacher's belief in student capabilities is a factor correlated with enactment, and that has the potential to impact students' opportunities to learn. This finding suggests that addressing CS/CT skill building, content knowledge, and pedagogy within teacher professional development (PD) programs may be necessary but not sufficient to lead to enactment of CT-rich curricula and may inform others seeking to integrate CS in K-12 education.