In an effort to promote collaborative reflection on classroom practices, Knowles Senior Fellow Scott Murphy engaged nine teachers at his school in a peer coaching program during the 2016–2017 academic year. Scott and his planning partner trained the participants on cognitive coaching, which they practiced in four coaching cycles with two different partners. At the conclusion of the program, 100% of participating teachers rated the peer observations included in the program as valuable or extremely valuable with regard to increasing their awareness and adjusting their approach in the classroom. Additionally, 70% of respondents reported reflecting on their lessons on a daily basis by the end of the year. A Seed Grant from Knowles funded $400 stipends that were given to the 10 participants as honorarium for their participation.