#335: Surfacing Dilemmas of Responsive Facilitation of Teacher Collaboration in the Context of a Video Club

Routine opportunities for teacher collaboration are often central to school improvement initiatives. However, limited opportunities for teacher learning during collaboration have led to calls for skilled facilitators. This study extends emerging research on responsive facilitation of teacher learning by investigating the dilemmas facilitators face in the moment of facilitation. Five teacher collaboration facilitators participated in a video club, which was anchored in video clips from their facilitation of elementary school grade-level team meetings. Qualitative analysis of five video club sessions revealed the dilemmas that facilitators face regarding three responsive facilitation practices. Findings suggest facilitators must navigate competing commitments, including building on teachers’ existing expertise towards goals for teacher learning, conferring professional dignity, sharing authority, and cultivating a collegial community. Implications for facilitator professional development are discussed.