This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an initial pilot of the CRC framework indicate that integrating a structured framework for collective reflection grounded in the use of a shared referent within the practice of noticing and wondering can support groups of professionals, regardless of familiarity or relationship, as they participate in dialogue around transforming practice.