Video has become a popular tool for professional development. Yet, little is known about how to design video-based learning environments that are productive for teacher learning. The author has used video for teacher learning in the context of a video club. In video clubs, teachers meet together on a regular basis to view and discuss video segments that come from their own classrooms. Such environments raise important design issues particularly related to facilitation, including how to select a clip that will afford worthwhile discussions, how to establish norms for viewing and discussing video from one's own and colleagues' classrooms, and how to focus the discussions on important dimensions of teaching and learning. In this article, the author offers a framework for facilitating video clubs, specifically highlighting the role of the facilitators in the meetings themselves. (Contains 2 tables.)