To address racial and gender inequality in K-12 computer science (CS) education, there needs to be a multi-pronged approach. In addition to curricula that are culturally responsive and sustaining inclusive, K-12 CS teachers need to be equipped to implement the curriculum, pedagogy, and instruction to mitigate the racial and gender gaps in classrooms. Key results showed significant improvements in teachers' confidence in carrying out culturally responsive-sustaining practices upon the completion of PD to improve teachers' pedagogy within K-12 classrooms. A three-month follow-up showed that teachers integrated the CRCS practices to different degrees. Furthermore, examples of how the framework was integrated are shared. The PD and associated findings were made available as proposed scalable and replicable models for in-service CS teacher PD across the nation.