The enactment of norms is a key challenge for professional development (PD) facilitators, particularly in video-based programs where teachers tend to be judgmental. This study follows seven novice facilitators of a video-based PD program that aims to promote reflection on practice while downplaying criticism on the filmed teachers' actions. We describe how the novice facilitators enacted norms and responded to teachers' judgmental comments, in order to unpack this challenge. The findings show that although the facilitators underwent the same preparation, considerable variations were found in their decision-making concerning this issue. We describe possible reasons for the different decisions, and suggest implications.