Facilitating Indigenous-serving Computer Science Teachers' Curriculum Design and Implementation through a Long-term Professional Development

Indigenous communities remain significantly marginalized in computing and STEM fields, often facing substantial barriers to participating in computer science (CS) education. This experience report examines how Indigenous-serving CS teachers collaboratively co-design culturally responsive curricula through a two-year professional development (PD) program, employing a design-based research approach. The report outlines the curriculum design process and offers insights into students' experiences and perceptions of CS learning. Findings aim to inform future efforts to support Indigenous students' engagement and success in computing by integrating cultural knowledge into CS education.