Professional Learning Activity Reflection Paper

On May 15, 2015, professional development on Using Edmodo to Enhance

Parent Communication was presented to the grade sixth instructional team at Morrow
Middle School. In additional to two teams of core content teachers, the team includes
four DES teachers and paraprofessionals. The site supervisor, media specialist, parent
liaison and site instructional facilitator were also present at the training.
Several sources were used during the course of the training. Videos, audio and
handouts were used. Videos were incorporated into the training to describe how to install
the recording software (Audacity), how to use the recording software, how to use the
podcast publisher and how to incorporate a Rich Site Summary (RSS) feed into Edmodo.
A sample of a podcast recording was used to demonstrate how the final product might
sound. Handouts provided included an infographic, a step-by-step guide to creating a
podcast, quick start guides for using Audacity, Podomatic and Edmodo, and a note-taking
guide.
The objectives of the presentation were to provide information on current research
on parent involvement, parent communication, uses of technology for parent contact.
Additional objectives were to create a podcast and setup an RSS feed using Edmodo. All
of the objectives were not met due to technical issues with downloading Audacity. The
source site could not be used due to the school firewall.
Based on the professional development evaluation, feedback from the site
supervisor and a review of the video of the training, the portions of the training that were
informational rather than technical were very successful. The activity helped me to
identify the importance of testing technical aspects of the presentation in the same setting
in which it will be delivered. Although I was able to download the software that was
needed to create an audio file (Audacity), this required an adjustment to the presentation
objectives and follow up training with teachers to demonstrate how to create the audio
file.
I used several presentation skills during the activity. I selected the presentation
based on the Spring 2015 parent survey results and conversations with teachers and
administration. In addition to creating a variety of presentation methods, I incorporated
hands on activities that allowed teachers to participate individually, in pairs and in small
groups. Another presentation skill that I used was the creation of visual aids and
handouts to facilitate the training.
As a result, teachers had access to multiple resources during and after the training.
I managed the event by reorganizing the presentation when there were technical
difficulties. Perhaps the part of the presentation that was most challenging was simply
focusing on explaining details at a level that was thorough but maintaining the interest of
the audience. Overall, I was able to connect successfully with the audience. However, I
plan to work more on this area in the future because it was initially hard to relax and
build the rapport necessary for the best presentation.
I incorporated numerous teaching strategies to model specific techniques for the
participants. For example, I incorporated multiple forms of media into the presentation in
addition to focusing on visual aspects of the presentation. The presentation included
audio clips, video, animation as well as a variety of handouts. The presentation aligned
professional learning standards to demonstrate the support of professional learning

communities. A grade level team was selected to strengthen their collaboration using
varying group sizes. I modeled checks for understanding throughout the presentation to
reinforce the need for guided instruction paired with evaluating misconceptions.
Principles of adult learning were used to help engage the participants. Active
learning tasks allowed the exploration of new concepts and skills. Working sessions
were designed to be completed in pairs, in small groups as well as individually. Videos
were available to review the training offline, and quick start guides were provided for
more advanced learning. The training was scheduled to be embedded and applied just in
time to address the end of year communication with parents. Special care was taken to
provide opportunities for the participants to reflect upon how the training could be used
in their teaching practice.
I learned several things that will have me become a more effective teacher leader.
The preparation process involved conversations with the participants to understand what
to teach. As a teacher leader, it will be important to base the training on the needs of the
participants. I also realized that the activity was part of a process that would need to
continue after the training session. Follow-up is as important as the initial preparation
and presentation. As a teacher leader, I will focus on the element of continuity instead of
viewing activities as independent of preparation or ongoing support.
The planning and preparation were thorough, but I still missed a key portion of
the preparation. Even the best of plans may not proceed as anticipated. As a teacher
leader, I will need to be flexible and become a problem solver. I found that by remaining
calm, I conveyed calmness to others. I felt that if I have panicked instead of identifying a
solution, then the training would have proceeded differently.
To become more effective as a presenter, I will be important for me to prepare
and present more. I plan to continue to seek opportunities to lead training activities to
develop my presentation skills. I look forward to sharing my passion for learning and
teaching. I am specifically interested in integrating technology and using data to
improve instructional practices and student outcomes.

54