Since constraints on time, resources, and even energy often come into play in finding opportunities for meaningful discussions about pedagogy between the novice teacher (NT) and the supervisor, post-lesson conversations at the school site can often be brief, superficial, lacking reflective self-analysis, narrow in focus, interrupted, or even impossible. Although traditional on-site supervisor observations and debriefings of lessons taught by the NT are certainly highly desirable in providing experienced mentorship and focused progress for the NT, given the present educational climate, they are increasingly insufficient on their own toward improving the depth and breadth of pedagogical growth that can potentially be achieved through the addition of alternative forms of supplemental supervisory support. This is particularly true in the era of No Child Left Behind (NCLB), with its mandate for "highly qualified" teachers putting extra pressure on NTs and their teacher preparation programs alike. Although demands have increased, the timeframe remains the same for meeting them, which necessitates "thinking outside the box" to find meaningful supplementary approaches to supervision that may help in the quest for preparing highly-qualified teachers. This paper describes a study that outlines one such approach to supplement the traditional on-site observation and debriefing approach, which may assist in developing more effective, reflective practitioners within the existing format and resources of a teacher preparation program. The study considers how the use of video-elicited reflection (VER), in addition to traditional observation-based debriefing (OBD), affects the development of novice teachers working towards the goal of becoming qualified, "effective, reflective practitioners." The results indicate that video-elicited reflective debriefings not only encourage more reflective commentary on the part of the novice teacher in both depth and breadth, but that commentary related to state standards for evaluating teaching performance is also broadened and deepened with the use of video elicitation compared to that which occurs in traditional observation-based debriefings. Moreover, the results indicate that supervisor-novice teacher interactions are positively impacted when video elicitation is utilized in addition to traditional observation-based approaches. (Contains 2 figures and 1 note.)