Novice Teacher Leaders’ Facilitation of Video-Based Discussions of Mathematics Teaching

We examined how highly rated novice teacher leaders facilitated video-based discussions in Problem-Solving Cycle workshops and found similarities and differences in their ways of contributing to discussions, fostering high conceptual depth. Some leaders consistently encouraged teachers’ participation and solicited ideas through questioning, whereas others contributed more of their own analyses. A discussion trajectory emerged, linking conceptual depth to the cognitive complexity of teacher leaders’ facilitation moves. We offer professional development recommendations based on these findings, emphasizing diverse strategies for enhancing video-based discussions in the Problem-Solving Cycle.