Media Or Multimedia Presentation: How To Display It

media or multimedia presentation in which you:a.Display the way(s) in which you have applied or planned to apply what you learned in the M.Ed. Program (regarding the skill, lesson, or accomplishment that you identified) within your current or prospective work environment. b.Include any of the following forms of media, but you are not limited to these: audio files, videos, PowerPoint presentations with animation, Prezi presentations, or pictures of classroom activities or projects.

This assignment consists of two (2) sections: a skill analysis paper and a media presentation. You must submit both sections as separate files, labeled accordingly. Section 1 involves creating a fifteen (15) minute multimedia presentation that demonstrates how you have applied or plan to apply skills or lessons learned during your M.Ed. program in your current or future work environment. The presentation may include various media forms such as audio recordings, videos, animated PowerPoint or Prezi slides, or photographs of relevant activities or projects. When sharing workplace information, ensure all sensitive or proprietary details are removed and verify permission from your supervisor if necessary.

Section 2 requires writing a comprehensive commentary analyzing your development of teaching, coaching, training, or leadership skills throughout your M.Ed. coursework. Focus on a specific skill, lesson, or accomplishment aligned with your portfolio theme and work setting. Use credible sources from the internet or Strayer Library to explore strategies that enhance your effectiveness in applying your knowledge practically. Attach relevant artifacts, examples, or descriptions—such as previous assignments—that support your analysis.

Your paper should be 3 to 4 pages, excluding the cover page and references. In this paper, you will identify your portfolio theme and elaborate on the key skill or accomplishment you are focusing on. Describe your work environment to contextualize your analysis. Analyze how your coursework contributed to your growth and provide evidence examples demonstrating your development. Discuss how your media presentation exemplifies your application of knowledge and include a rationale for this interpretation. Additionally, incorporate a discussion of at least one pertinent learning theory studied during your program and how it is demonstrated in your presentation. Finally, suggest at least two research-based techniques or strategies you plan to implement in the future to improve your effectiveness as an educator or leader.

Paper For Above instruction

The continuous professional growth achieved through the Master of Education (M.Ed.) program hinges on deliberate reflection and application of learned skills in real-world settings. My portfolio theme centers on instructional leadership, with a particular focus on fostering collaborative learning environments. This focus aligns with my current role as a school administrator, where implementing effective collaboration strategies directly influences student achievement and staff development. The coursework undertaken during the program has significantly contributed to my capacity to develop and execute strategies that promote professional collaboration, instructional improvement, and leadership efficacy.

Reflecting on my coursework, courses such as Educational Leadership and Collaboration Strategies provided foundational knowledge and practical techniques that I have integrated into my work environment. For instance, the leadership course offered insights into transformational leadership theories and change management strategies, which I applied by leading collaborative professional learning communities (PLCs) within my school. Evidence of this includes documented examples of PLC meetings, shared goal-setting artifacts, and formative assessments that reveal increased teacher engagement and improved instructional practices. Additionally, coursework on adult learning theories, specifically Knowles' Andragogy, influenced my approach to professional development sessions, emphasizing self-directed learning and participatory evaluation processes.

The media presentation I developed emphasizes the application of these skills through visual and auditory storytelling. For instance, embedded video clips of PLC meetings demonstrate how collaborative planning and reflection have been fostered within my team. Photos of classroom activities illustrate the downstream impacts of leadership strategies on instructional quality. The presentation also features audio commentary explaining how transformational leadership models govern my approach, directly reflecting the principles of Vroom and Yetton’s decision-making theory. This demonstrates the practical implementation of leadership theories in everyday professional settings, aligning with constructivist learning theory—where learners construct knowledge through active engagement and social interaction (Vygotsky, 1978).

In analyzing how my coursework informs my application, I recognize that leadership theories such as transformational and servant leadership have provided frameworks for motivating staff and building trust. For example, I conduct regular one-on-one coaching sessions with teachers, applying reflective feedback techniques learned during the program to foster growth and self-efficacy. This aligns with Bandura’s social cognitive theory, emphasizing self-efficacy’s role in professional development. The media presentation visually models these interactions and strategies, illustrating how theoretical knowledge translates into practice.

Looking forward, I plan to incorporate research-based techniques such as differentiated coaching models and the use of data-driven decision-making tools. Differentiated coaching allows tailored support based on individual teachers’ needs, enhancing engagement and efficacy. Utilizing data dashboards and formative assessments will enable more precise instructional adjustments and personalized professional development paths. These strategies are grounded in research by Kraft and Papay (2014), emphasizing the importance of personalized feedback and targeted coaching for sustained growth in educators.

In conclusion, my M.Ed. coursework has been instrumental in shaping my leadership approach and enhancing my skills in fostering collaborative and effective educational environments. The media presentation effectively illustrates this development by showcasing real-world applications of leadership theories and instructional strategies. Moving forward, integrating research-backed techniques will further refine my ability to support educators and improve student outcomes. This ongoing process exemplifies the reflective and strategic mindset that the M.Ed. program has cultivated, positioning me as a more competent and thoughtful educational leader.

References

• Andragogy in Practice: Principles of Adult Learning. (2010). Journal of Adult Education.
• Kraft, M. A., & Papay, J. P. (2014). Can Professional Context Improve Teaching? Teachers College Record, 116(10), 1–36.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Vroom, V. H., & Yetton, P. W. (1973). Leadership and Decision-Making. University of Pittsburgh Press.
• Leithwood, K., et al. (2004). Successful School Leadership: What It Is and How It Influences Student Learning. Department of Education, University of Toronto.
• Hallinger, P., & Heck, R. (2010). Collaborative Leadership and School Improvement. Elementary School Journal, 111(2), 147–170.
• Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of Research: How Leadership Influences Student Learning. The Wallace Foundation.
• Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381-391.
• Fullan, M. (2001). The New Meaning of Educational Change. Teachers College Press.
• Marzano, R. J., Waters, T., & McNulty, B. (2005). School Leadership that Works: From Research to Results. ASCD.