In this work, we discuss the development of descriptive actions that facilitators take in semester-long online professional development geared at supporting instructional change at the undergraduate level. Current work in undergraduate mathematics education includes various large-scale projects aimed to support individuals or departments in reforming their instruction to align with recommendations from professional organizations and existing mathematics education research standards. One research area that has recently grown is the use of online synchronous environments to form collaborations to support the inclusion of student-centered instruction in mathematics. This paper discusses the actions that facilitators take in these collaborative environments and highlights how these actions supported the overall goal of the semester-long online faculty development.