This poster presents the third and final phase of research investigating music teachers’ socio-emotional, pedagogical, and musical intentions and their classroom interactions during ensemble rehearsals. While reflective strategies such as video analysis have been shown to increase self-awareness and foster deeper professional dialogue among music educators (Bautista et al., 2019; Kruse-Weber et al., 2023), they remain underexplored in secondary school ensemble contexts. In this study, video-based reflection enabled teachers to critically observe their practices and engage in self-analysis, highlighting actions that either supported or hindered the elements they considered crucial for their ensembles.The multiple case study involved three high school instrumental ensembles in Quebec, Canada, each reflecting a distinct program profile. The researcher observed and video recorded two ensemble rehearsals at each school and selected six excerpts to illustrate specific pedagogical, musical, or socio-emotional intentions for each teacher. These intentions were linked to dimensions of the Classroom Assessment Scoring System Secondary (Pianta et al., 2012), grounded in the Bronfenbrenner and Morris (2006) bioecological model of human development. Individually, three teachers participated in a video-based reflection interview, reviewing the selected excerpts of their teaching, identifying the interactions and intentions they perceived, and evaluating the degree of alignment (achieved, not achieved, or in progress) with the intentions they had articulated during the initial phase of the research, as recalled by the researcher.Findings revealed both clear alignments and ongoing development toward key intentions: fostering a collaborative and supportive climate, playing with musical intent, optimizing musical development, promoting self-improvement, and enhancing ensemble cohesion. Across all ensembles, the teacher-student relationship was central, with alignment achieved through socialization, enjoyment, conviviality, and a sense of competence. Other intentions remained in progress and varied by context. Regarding cohesion, one teacher emphasized strengthening sectional listening to improve sound balance. For musical development, another wished to give students greater autonomy in problem-solving, while a third sought to reinforce learning connections through regular reminders.This study highlights the rarely examined alignment of teachers’ intentions and classroom interactions in secondary school instrumental ensembles, an area of research often overlooked due to the heavy workloads of ensemble directors. By making these practices visible across diverse program profiles, it fosters professional dialogue and contributes to a deeper understanding of adolescent group music education. Moreover, by offering accessible strategies for reflective practice, this research advances innovation in teacher development and promotes more equitable opportunities for professional learning in music education.