This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools. First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Problematic questions deal with teachers' (a) basic understanding of target mathematics topics, (b) knowledge of their students' understanding, and (c) ability to analyze students' work and reasoning beyond classification into right and wrong answers. Changes that were made to the program to address teachers' needs in the 2nd year are then described. These are structured around three principles for designing video-based professional development: (a) attending to content-specific understanding, (b) scaffolding analysis of student thinking, and (c) modeling a discourse of inquiry and reflection on the teaching and learning process.
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