As instructional leaders who work closely with teachers within and across schools, elementary mathematics specialists (EMS) are positioned well to promote cohesive implementation of impactful pedagogy throughout school districts. However, EMS's work can be impeded if they do not have structured opportunities to collectively grapple with the nuances of terminology included in teaching and learning initiatives in terms of expectations for what practices look like within classrooms. Using narrative data collected from EMS team discussions about the meaning of student engagement in mathematics classrooms, we share a five-phase framework for using a collective doubting process to promote professional learning through the development of shared understanding of common language. By positioning moments of doubt as opportunities for collaborative learning, this framework serves as a flexible structure to guide the development of knowledge-in-practice from the identification of a practice-centered inquiry goal to cohesive understanding and systemic transformation.