computing education, persistent inequities in student access and achievement highlight the critical role of educators’ pedagogical approaches in creating inclusive learning environments. While research demonstrates that students benefit when computing educators expose them to computational thinking and problem-solving skills, less attention has been paid to understanding how educators’ underlying beliefs and values shape their instructional practices, particularly among minoritized teachers who bring unique assets to computing education. This study situates the concept of pedagogical ethos in the context of computing education to understand the beliefs of educators and the ways they act on those beliefs through their teaching practices. In our case study of three educators in a professional development (PD) program, we analyze interview data to understand their beliefs about their pedagogical values and attitudes which we operationalize as observable practices. Findings reveal that participants’ pedagogical ethos comprises three core dimensions: a) educators support increasing student access to computing education; b) the centering of students’ experiences within educators’ pedagogical practice; and c) how educators advocate on behalf of students and communities. We propose that these ethos can be used for designing culturally sustaining PD that recognizes the value of educators’ beliefs and translating them into equity-centered practices.