Abstract
We examined the characteristics of video annotations frequently discussed during debriefing conversations as part of video-assisted coaching cycles. We also analyzed how mathematics coaches used written annotations to inject ideas into debriefing conversations when supporting teachers to reflect on important classroom events. Coaches and teachers asynchronously created the annotations based on what they noticed while watching video of an implemented lesson. Findings revealed annotations that were coach-created, focused on the teacher, contained content about goals and discourse, or contained connections were most frequently taken up during the debriefing conversation. In addition, we identified four unique ways coaches used annotation references to inject new ideas into the conversations. We present a rationale for continued research on the relationship between noticing artifacts from a lesson (i.e., video annotations) and subsequent reflective conversation between a coach and teacher.