The use of data to explain natural phenomena has been a core feature of science education, and science educators continue to call for an increased emphasis on teaching data practices. This mixed methods design-based research study adds to the growing body of research on data practices in science by explaining the learning trends of science teachers involved in a three-year collaborative professional development (PD) using computational thinking (CT) and self-regulated learning (SRL) as a means to support teachers in implementing data practices. The PD resulted in long-term high-quality teacher learning outcomes for all three elements of the PD (data practices, CT, and SRL) despite the upheaval of teaching platforms due to the COVID-19 pandemic. Since the teachers were involved in design-based research, their professional learning focused on collaboratively creating an electronic, interactive notebook with lessons for use in science classrooms across the United States. Creating a common product as an outcome of the PD may have served as motivation for teachers to learn about and implement more data practices, CT, and SRL, which suggests that design-based research is another valuable design for teacher PD.