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The learning of facilitators who participated in an intensive immersion professional development experience aimed at preparing them to work with new teachers was investigated through case study. The intensive immersion experience was documented, and the facilitators' perceptions of their roles were explored. Analysis and discussion of data highlight what the group of 28 participants learned about facilitation as they interacted with the program curriculum. Working with clay as an alternative medium for exploring roles, reflecting on learning, and sharing ideas surfaced as particularly effective practices for helping participants understand the distinctive nature of the facilitator role. [ABSTRACT FROM AUTHOR]