Research has shown that teacher learning communities have potential in supporting teacher learning of more ambitious practices. In this paper, we contribute to an emerging body of work on development of facilitator practices. We provide a provisional trajectory based on an analysis of a facilitator’s practices in leading a secondary mathematics teacher learning community, and we describe how facilitation practices developed to increasingly provide opportunities for teacher learning. This expanding image of development will help to design supports for math leaders as they continue their work with teacher learning communities.
Session Type: Brief Research Report