The progress of the initiative was monitored by the educational psychologist in relation to a control class as part of her ongoing research. However, I was interested to know how our participation in the project affected the classroom dynamic and, more importantly, whether it created a learning environment conducive to active learning. I used the three predetermined reflection points to track my progress and that of the class. Sonia observed a lesson and engaged in a pre-agreed follow-up activity. We also had a coaching conversation. Due to the unique position an LDO occupies, it is difficult to characterize the type of coaching I received. After some thought, Sonia and I created a coaching brand that was a mix of what (Nieuwerburgh, XXX) calls specialist coaching and collaborative coaching. Coaching was collaborative in nature because as coach and coachee the benefits of the outcome were mutual, we worked together to glean new knowledge and become more competent in a particular aspect of education (Nieuwerburgh XXXX). However, the coaching was also specialist in nature as the work was structured and geared towards improving a specific aspect of my practice (Nieuwerburgh XXXX). The coaching sessions helped me identify strengths in the project's progress and areas of development that were preventing my vision from coming to fruition. The first session Sonia observed was a baseline session, she tracked the children's responses and highlighted those who did not participate. . We then had a coaching conversation during which Sonia asked me to justify why these 6 children in particular were less engaged than the others (see notes appendix 4). I created mini profiles of the 6 children and identified key themes. These...... middle of paper...... they perceived as being less capable than them. 3 children said they wanted to expand their answers into full sentences but didn't know what words to use. They also believe that cooperative groups should be modified more often to "give everyone the opportunity to work together." At the end of this reflection, I set three other goals for myself moving forward. I decided to place sentence openers on the table to help the children structure their responses and rotate the groups more often to make it easier to build relationships. These goals support how I will continue to facilitate cooperative learning in the classroom in the future. In terms of wider impact, I will be co-facilitating a cooperative learning CPD session with the educational psychologist with the teaching staff at Saint-Pierre with the aim of integrating some of the school's structures..