Jill Szymkiewicz Group Collaboration Professional Development Plan ETE 215 Section 2 December 2, 2015

Szymkiewicz Group Collaboration
Jill Szymkiewicz
Group Collaboration
Professional Development Plan
ETE 215 Section 2
December 2, 2015
Szymkiewicz Group Collaboration
Table of Contents
1. Introduction 1
2. Reflection on the four dispositions 3
3. Original PDP 6
4. Edited/changed PDP 11
5. Documentation 16
• Questionnaire 17
• Online Research 22
• Survey 24
• Tally Chart 29
• Journals 31
• Speaking Chart 33
• Interview 35
• Speaking Prompts 43
6. Personal assessment 45
7. Summative reflection 47
Szymkiewicz Group Collaboration 1
Introduction
Introduction
The goal of this Professional Development Plan and Portfolio is to have a better
sense of what it means to be a professional in the workplace. The process includes
writing a reflection on each of the four dispositions: continuous development, advocacy,
collaboration, and professionalism. A professional development plan will be developed
to focus on professional goals and objectives about one professional disposition. A
portfolio that encompasses parts one and two of this project is the final component.
Every step of the plan will be included with eight pieces of documentation: a
questionnaire, online research, a survey on my group collaboration, a tally chart,
multiple journals, a speaking chart, an interview with a public speaker, and prompts
used to engage other. There will also be a personal assessment and conclusion at the
end of the portfolio. Hopefully by the end of this portfolio, it will be clear that group
collaborative efforts have been improved.

Disposition Reflections
Disposition Reflections
Continuous Development relates to the desire to actively enhance an educator’s
knowledge. Without this life-long learning, educators would teach the same outdated
content year after year. Continuous development allows educators to learn different
methods of instruction, update their content, and better themselves as educators
overall. With technology forcing the world to evolve, educators need to be up to date
about the latest technological advances and know how those advances can better the
lives of their students. Continuous development also allows educators to be students
as well. They need to understand how to learn in order to teach effectively. If a teacher
only knows how to teach mathematics by hand with equations and formulas, she will not
be able to teach her technology-centered students how to compute the area of a
triangle on the computer.
Advocacy not only means supporting the students in one’s classroom, but also
supporting teaching as a profession. Educators need to have the ability to be the voice
for students that cannot speak up for themselves. They need to understand that every
child has the right to an education and be able to help those students that need more
help than others. By taking an active role in one’s school and community, education
can have more of an impact on the students and lead them to a better future. If a child
is not able to communicate his needs, his teacher needs to be confident that she can
speak up for him and help him succeed in school.
Through collaboration, educators understand that there are multiple methods to
teach effectively. Their colleagues and community members can provide useful insight
that will enhance the students’ attitude and success rate. Technology is a great way to
collaborate with the education community and the general community surrounding the
school. It is easier now more than ever to share ideas with educators across the world
and learn about different teaching methods. Educators can go online to find lesson
plans that other teachers have put online to help her students understand the layers of
the atmosphere.
Professionalism is one of the most necessary aspects of being an educator. The
way that an educator interacts with her students, colleagues, and the community speaks
for not only herself, but also the school. Being able to take responsibility for what one
does inside and outside of the classroom is also very important. Professionalism will
differ for most educators based on what age the students are and where the school is
located. Educators should take pride in the way they represent themselves to provide
an example of what the education community is about. If an educator does not speak
respectfully to the family of a student who is struggling in history, the family would think
that the teacher does not respect her students and that is why he is not understanding
the material.
Original Professional Development Plan

Original Professional Development Plan
1. What Do I Want To Do?
For my Professional Development Plan, I will focus on the collaboration
disposition. More specifically, I will focus on group collaboration with one’s peers. My
goal that I wish to work toward is being a more active participant while collaborating with
peers and classmates. The objective will be to verbally contribute to group work when
collaborating with one or more classmates at least five times each session.
2. Why Do I Want To Do It?
Group collaboration is a part of the educational system that I have been working
on for years. Growing up, I was always very shy around other people, especially in
group settings. I have found that, in general, people seem to collaborate better in pairs.
However, this is not always an appropriate way to share ideas. When three or more
people are working together, there are more people to bounce ideas off of and receive
feedback. In high school and in college, I realized that working in groups can actually
be a more efficient way to learn because there are often different learning styles
represented and different ways to view a topic. By improving my group collaboration
skills, I will not only be able to help with projects more, but I will also be more confident
with my peer communication skills.
3. How Am I Going To Do It?
In order to improve my group coloration skills, first, I will interview some of my
peers to find out what makes them feel more comfortable when working in a group.
Then, I will research online how to be more confident and outgoing when collaborating
with peers. Finally, I will practice what I have learned and push myself out of my
comfort zone. Even though it is easier to simply listen when working on a group project,
it is not fair to the other members who have to do more work. I believe that the best
way to improve this skill is to practice and work a little more each time.
I will interview my peers by selecting at least ten students and asking them to fill
out a questionnaire that I have previously made. The questionnaire will include
information about the student’s history with group work, how comfortable she is with
public speaking, what the ideal number of group members is, how she thinks group
collaboration can be improved, and a section for her to add her own comments on the
topic. I will then compile the information to see the results. In order to research group
collaboration, I will find websites and articles online about confidence while speaking
and ways to become more outgoing. I will note what information is similar, as well as if
there are any contrasting ideas. I will practice what I have learned by using the
opportunities that I already have in my classes. I have numerous group projects this
semester that I must participate in. To do this, I will speak to my group members about
the topic of that project at least five times each time we meet. This will be the minimum
at the beginning of the project and will progress throughout the semester. I will note the
times that the group meets and place a check mark by the date each day I complete the
speaking minimum.
Since this project is due on November 18, 2015, I will complete the interview
process by September 23rd. I will complete the research process by October 16th. The
practice portion of this project will depend on the opportunities presented inside and
outside of class to work with my group. I will increase the minimum speaking
requirements for myself at least every two weeks. This timeline will ensure that have all
of the data needed well before the final due date of the Professional Development Plan.
4. What Do I Need To Do It?
Some of the skills required to reach the goal I have set include being able to
present my ideas and opinions to the group, reaching out to other members in the group
to gather their ideas, and asking for help when I do not understand what needs to be
done. The materials needed include a computer with internet access and a word
processor, paper, and writing utensils. I will also need at least ten people that I can
interview. I plan to ask friends, classmates, teammates, and people that I live with to
participate in the questionnaire.
5. How Will I Know I’ve Done It?
In order to ensure that I have met my objective, I will gather the materials that I
have used to complete the project. These materials, such as the questionnaires,
research articles, and speaking chart, will serve as evidence that I have achieved my
goal. By utilizing the speaking chart that I have created, I will be able to see how many
days I have participated in group work, along with the amount of times that I pushed
myself. If I have met or exceeded the amount of times that I set to speak each day,
then I have reached my goal to the highest level. In order to feel satisfied in attaining
my objective, I must accomplish the minimum amount of times I set to speak each day.
I should also not feel like speaking is something that I have to do, but something that I
want to do. If I am not satisfied with my level of success, I will look through what I have
already done to see where I went wrong. If I notice that at some point I struggled to
meet my goal, I will remind myself why I started this in the first place and why it will help
me in the future. I hope to be more confident sharing ideas in group settings as well as
be a leader for the group by the end of the semester.

Edited Professional Development Plan

Edited Professional Development Plan
1. What Do I Want To Do?
For my Professional Development Plan, I will focus on the collaboration
disposition. More specifically, I will focus on group collaboration with one’s peers. My
goal that I wish to work toward is being a more active participant while collaborating with
peers and classmates. The objective will be to verbally contribute to group work when
collaborating with one or more classmates at least five times each session.
2. Why Do I Want To Do It?
Group collaboration is a part of the educational system that I have been working
on for years. Growing up, I was always very shy around other people, especially in
group settings. I have found that, in general, people seem to collaborate better in pairs.
However, this is not always an appropriate way to share ideas. When three or more
people are working together, there are more people to bounce ideas off of and receive
feedback. In high school and in college, I realized that working in groups can actually
be a more efficient way to learn because there are often different learning styles
represented and different ways to view a topic. By improving my group collaboration
skills, I will not only be able to help with projects more, but I will also be more confident
with my peer communication skills.
3. How Am I Going To Do It?
In order to improve my group collaboration skills, first, I will interview some of my
peers to find out what makes them feel more comfortable when working in a group.
Then, I will research online how to be more confident and outgoing when collaborating
with peers. Finally, I will practice what I have learned and push myself out of my
comfort zone. Even though it is easier to simply listen when working on a group project,
it is not fair to the other members who have to do more work. I believe that the best
way to improve this skill is to practice and work a little more each time.
I will interview my peers by selecting at least three students and asking them to
fill out a questionnaire that I have previously made. The questionnaire will include
information about the student’s history with group work, how comfortable she is with
public speaking, what the ideal number of group members is, how she thinks group
collaboration can be improved, and a section for her to add her own comments on the
topic. I will then compile the information to see the results. I will also develop a survey
to find out how my group members view my participation. In order to research group
collaboration, I will find websites and articles online about confidence while speaking
and ways to become more outgoing. I will note what information is similar, as well as if
there are any contrasting ideas. I will practice what I have learned by using the
opportunities that I already have in my classes. I have numerous group projects this
semester that I must participate in. To do this, I will speak to my group members about
the topic of that project at least five times each time we meet. This will be the minimum
at the beginning of the project and will progress throughout the semester. I will note the
times that the group meets and place a check mark by the date each day I complete the
speaking minimum. I will also make a tally sheet to keep track of the times that I speak
in a group setting. In order to be able to look back on the progress I make, I will keep a
journal and write entries every few weeks.

Since this project is due on November 18, 2015, I will complete the interview
process by September 23rd. I will complete the research process by October 16th. The
practice portion of this project will depend on the opportunities presented inside and
outside of class to work with my group. I will increase the minimum speaking
requirements for myself at least every two weeks. This timeline will ensure that have all
of the data needed well before the final due date of the Professional Development Plan.
4. What Do I Need To Do It?
Some of the skills required to reach the goal I have set include being able to
present my ideas and opinions to the group, reaching out to other members in the group
to gather their ideas, and asking for help when I do not understand what needs to be
done. The materials needed include a computer with internet access and a word
processor, paper, and writing utensils. I will also need at least three people that I can
interview. I plan to ask friends, classmates, teammates, and people that I live with to
participate in the questionnaire.
5. How Will I Know I’ve Done It?
In order to ensure that I have met my objective, I will gather the materials that I
have used to complete the project. These materials, such as the questionnaires,
research articles, and speaking chart, will serve as evidence that I have achieved my
goal. By utilizing the speaking chart that I have created, I will be able to see how many
days I have participated in group work, along with the amount of times that I pushed
myself. If I have met or exceeded the amount of times that I set to speak each day,
then I have reached my goal to the highest level. In order to feel satisfied in attaining
my objective, I must accomplish the minimum amount of times I set to speak each day.
I should also not feel like speaking is something that I have to do, but something that I
want to do. If I am not satisfied with my level of success, I will look through what I have
already done to see where I went wrong. If I notice that at some point I struggled to
meet my goal, I will remind myself why I started this in the first place and why it will help
me in the future. I hope to be more confident sharing ideas in group settings as well as
be a leader for the group by the end of the semester.

Documentation
Questionnaire
The questionnaire was included to serve as a base for my research on group
collaboration. Three individuals answered the questions anonymously based on
themselves and their experience with group collaboration. Based on this
information, I was able to determine how group collaboration was viewed and
possible ways to improve the process.

Questionnaire
1. What is your history with group work? (How often do you have group work, how do
you feel about group work, etc.)
2. How comfortable are you with public speaking in a group setting?
3. What is your ideal number of group members?
4. How do you think group collaboration can be improved?
5. Do you have any other comments on group collaboration?
Based on the responses on the following pages, I learned that many people have to
do group work often, but do not enjoy it. While some people are very comfortable
public speaking, others are not comfortable at all. The ideal number of group
members ranges from two to six. Group collaboration can be improved by
communicating more with group members, selecting group members, and giving
individual grades.
Questionnaire
I do group occasionally and find it very beneficial when I do it.
very comfortable
between 5 and 6
communicating more with the group members
not at this time

Questionnaire
We do group work once a week. I don’t really like it.
not very much
we could pick our own groups
sometimes everyone doesn’t help the same amount

Questionnaire
I do group projects for school often.

Not really

2-4

Let people pick their own group and give people individual grades instead of a group
grade.

I hate group projects
Online Research
Online research was included to introduce professional solutions to public
speaking issues. I found two articles about being confident while public speaking
and two articles about being more outgoing when speaking. All four articles
provided me with helpful insight for when I am speaking publicly.

Holmes, L. (n.d.). 8 Scientifically-Backed Ways To Feel More Confident (Even
When You're Not). Retrieved November 28, 2015, from http://
www.huffingtonpost.com/2014/09/01/how-to-feel-confident_n_5724732.html
Stone, N. (n.d.). 5 Secrets to Looking Confident While Speaking in Public.
Retrieved November 28, 2015, from http://www.huffingtonpost.com/nikki-
stone/confident-public-speaking_b_4058830.html
10 Ways to Become a More Confident Person (Infographic). (2015, September 13).
Retrieved November 28, 2015, from http://www.entrepreneur.com/article/
250570
5 Tips for How to Gain Confidence at Public Speaking. (2013, April 9). Retrieved
November 28, 2015, from https://www.psychologytoday.com/blog/in-
practice/201304/5-tips-how-gain-confidence-public-speaking
All four of these articles provided ways to become a more confident person in
general and while speaking in public. Some tips included getting the audience to laugh,
practicing, believing in yourself, being prepared to make mistakes, recording yourself,
standing tall, listening to rap music, stretching, and trying new things. Although some
suggestions were unconventional, they still work for some people. It is important to get to
know yourself and learn what works best for you.

Survey
The survey was included to gain perspective on how my peers view my
group collaboration. This way, I can improve my skills and become more involved
in my projects. I do not want to let my group members do work that I should be
doing. By asking them in an anonymous way, they can be honest and share their
ideas with me.

Survey
1. How would you describe my collaboration during group projects?
2. How do you think I can improve my collaboration?
3. What is one contribution I bring to the group?
Based on the responses on the following pages, I learned that my peers think that I
contribute to the work, help get others involved, and work well with others. I also
learned that I should allow other people to do more of the work. I usually see the
work load and try to take on a lot of it so that I know I am helping the group.
Survey
she tries to get everyone to participate
give people more time to respond
accepts everyone’s answers

Survey
She does most of the work.
Talk less.
She does what she is supposed to do.

Survey
Jillian collaborates very well with other group members and would be an effective
leader if needed
Jillian should let other group members do more of the work
leadership qualities
Tally Chart
The tally chart was included to show that I kept track of how much I was
speaking during group meetings. I did not note every single time that I spoke, but
the majority is recorded. I think this is important because I can visually see how
many times I am contributing to the meeting orally.

Tally Sheet
First meeting: 13
IIIIIIIIIIIII
Second meeting: 16
IIIIIIIIIIIIIIII
Third meeting: 18
IIIIIIIIIIIIIIIIII
Fourth meeting: 21
IIIIIIIIIIIIIIIIIIIII
Fifth meeting: 25
IIIIIIIIIIIIIIIIIIIIIIIII
Journals
These journals were included to explain how I was feeling throughout my
group meetings. I wrote three journals, even though I met with my group five
times. I thought that it was important to show the progression of my confidence
throughout the semester and not just for a week at a time.

Journals
1)
The first time meeting with my grow, I was fairly comfortable communicating with them.
I have had group projects with them before, so I already know how to work with them. The
meeting time was about thirty minutes, which will probably be normal for this group. The next
time we meet, I intend to increase the amount of times that I speak. I do not think that this will
be a problem for me.
2)
I have now met with my group three times. We are getting a lot accomplished with this
project so far. We work well together and are comfortable communicating with each other. We
each have our own assignments to complete the project. I do not have to push myself to speak
because it comes naturally. I think that working with a small group helps with this, because it is
less pressure.
3)
The group project that I am using for my professional development plan has been
completed. We met a total of five times and progressively got more done each time. The tally
chart and speaking chart that I kept during this time were not a lot of work. Since I was
comfortable with my group members, I did not hesitate to speak at the meetings. I have learned
a lot during this time, and I know that it will carry on to my other group projects.
Speaking Chart
The speaking chart is included to show that I met my speaking goal at each
group meeting. My goal was relatively low for each meeting, so that I was
confident in my ability to reach the goal. Each meeting, my goal was reached or
surpassed. This was important because it proved that I can push myself to speak
more, but I do not need to intentionally do this.

Speaking Chart
First meeting: minimum 5 times COMPLETE
Second meeting: minimum 10 times COMPLETE
Third meeting: minimum 15 times COMPLETE
Fourth meeting: minimum 20 times COMPLETE
Fifth meeting: minimum 25 times COMPLETE

Interview
This interview was included to learn from a professional about public
speaking. Lisa Braithwaite is a public speaking coach and provides knowledge
about speaking anxiety, using PowerPoint, and ways to prepare for speeches. This
is important because being able to speak in front of a large group can reduce
anxiety when talking to a small group.

Interview: Public Speaking Coach Lisa Braithwaite. (n.d.). Retrieved November
28, 2015, from http://www.coachlisab.com/nadel_interview.pdf
Interview: Public Speaking Coach Lisa Braithwaite
Here’s my interview with public speaking coach Lisa Braithwaite. This interview contains lots of great
information on minimizing your speaking anxiety, how to effectively use PowerPoint, and tips on how to
prepare for your speeches and presentations.
1. Why did you become a public speaking coach? What is your own speaking and presenting
background?
Between 1989 and 2005, I worked in the nonprofit sector in Santa Barbara (including founding my own
nonprofit and running that for eight years), providing community education, outreach and advocacy for
various organizations.
My “trial by fire” was giving presentations on domestic violence to high school students, followed closely
by teaching puberty classes to fifth graders – after first presenting the curriculum to their parents. I
learned a lot about public speaking from dealing with uncomfortable issues like these and having to keep
the wandering attention of teenagers.
I’ve always loved public speaking, ever since I was on the speech team in high school, and I’ve also
worked hard to be good at it. A couple of years ago, after having been laid off by nonprofits for the third
time in four years, I detected the faint glow of a light bulb over my head.
Why not combine my B.A. in Theater, my M.A. in Education, my sixteen years of professional public
speaking, and my love of entrepreneurship, speaking, writing, and teaching, and create my own perfect
career?
2. What are your top tips for overcoming the fear of public speaking? What do your clients find most
effective in this area?

First of all, I don’t encourage my clients to overcome the fear of public speaking. A little nervousness or
anxiety, which we learn to reframe as excitement, can make a big difference between a speaker who is
full of life, energy and enthusiasm, and one who is dull and dreary.
I work with my clients on reducing anxiety and then using the adrenaline that’s left to propel them forward,
like an athlete about to run a race.
My top tips for reducing anxiety include putting the audience first, interacting with the audience and
reframing the way you see the audience.
Putting the audience first means that you focus on their needs rather than your own. Find out who they
are, why they’re there, and what they hope to learn from you. When you know your
Copyright © 2007 Matt Nadell http://www.SuccessfulCommunication.com
SuccessfulCommunication.com 2 | P a g e
audience and their needs, you can push aside some of your own nervousness in order to make sure
you’re giving them what they want. Build a relationship with the audience, human to human, like each
person out there is a good friend and you love and respect them.
Interacting with the audience reduces nervousness for several reasons: 1) the pressure is off the speaker
to be the center of attention; 2) breaking the audience into discussion groups or having them share their
knowledge and experiences gives them some control over the event and lets them know the speaker
respects them and their contribution; 3) it adds movement, fun and a little unpredictability to an event that
might otherwise be monotonous. When your audience is engaged, feeling connected and enjoying
themselves, so are you!
Reframing the way you see the audience means that you begin to perceive them as your ally, rather than
your enemy. Much of public speaking fear is based on the notion that our audience is judging us, is out to
get us, will snicker at our flaws and mistakes, and is generally unsupportive. If you start telling yourself
that your audience only has positive expectations for the presentation, hopes to learn from you, and
hopes you do well, this is one way to change your mindset before you ever step onto the stage.
3. What do you say to people who downplay the importance of public speaking skills? What are some
unexpected benefits that come with success in public speaking?

I’m not sure I’ve ever met anyone who downplays the importance of public speaking skills. If anything, I
find that some people don’t realize that all speaking is public speaking! They may not think they need
formal public speaking training, but do recognize that they could use better networking skills, better
interviewing skills, or better negotiation skills. All of which, by the way, are public speaking skills.
The benefits that come with public speaking success depend what you perceive as success. Some
people might just enjoy the confidence boost and adrenaline rush they get when they give a well-
received presentation. Others might count media attention or new clients as success. Others may find
that those communication skills translate over into other areas of their lives, allowing them to speak up
and be heard.
There are so many possible benefits to one’s business and personal life from building skills and
confidence as a speaker.
4. What are the biggest mistakes you see speakers consistently make?
One of the biggest mistakes a speaker can make is to dwell on her own anxiety. It’s a self- fulfilling
prophecy to focus on the things that might go wrong and the ways that she might screw up.
Instead, focus on the audience, on meeting their needs and on making sure you’re completely prepared.
Being prepared can mean envisioning what might go wrong, but it also means having a backup plan for
any possible occurrence (fire alarm going off, waiters clinking plates, computer failing to boot up . . .). If
you have a plan, you don’t have to dwell on those negative possibilities, because you’ve already figured
out how you’ll handle them.
Visualization, relaxation and reframing are all ways to get past these negative thoughts and turn them into
positive thoughts.
Another big mistake is to focus on what you think they should know, rather than on what they want to
know. I’ve heard speakers go on and on about something they found completely fascinating, while the
audience nodded off. How about finding out what’s important to the audience in relation to your topic, and
focusing on that?
Another thing that some speakers don’t think about is grabbing the audience right of the bat with a strong
opening, and ending the presentation with a powerful closing. Too many speakers start of with “Good
morning ladies and gentlemen, thank you for having me. I’m so honored to be here speaking to the
Southside Rotary Club . . . yada yada yada.” The audience has already dozed off.
And then they end with the question and answer period, which guarantees a big drop in energy and
people forgetting your main points. Save your big closing and recap of main points for after Q&A – this
will make a big difference.
5. How do you feel about the rise of PowerPoint presentations? What advice would you give to speakers
who frequently use PowerPoint presentations?
I used to hate PowerPoint, just because I had seen so many bad ones. I wasn’t convinced that there was
a way to use it that could really engage an audience and fit in with my theories of audience-centered
speaking.
After having done lots of research, I’ve changed my tune. There are some great resources out there for
PowerPoint design, including Cliff Atkinson’s book “Beyond Bullet Points.” This book completely turned
me around, and now I make PowerPoint presentations for myself and my clients that are actually a joy to
present – and to watch.
I have three things I would say to people who use PowerPoint regularly (I could go on and on, but there’s
only so much room on this page):
1. Use a remote presentation device, so you’re not tied to the computer. Once you get the hang of
pushing that little button to advance your slides, you’ll feel so liberated you’ll never want to go back
behind the lectern. It allows you to move freely around the speaking area so you can maintain contact
and your relationship with your audience.
2. Please, please, please don’t read your slides. If you turn your back to me and read your entire
presentation from the screen instead of engaging the audience, I feel ripped off. Why don’t you just give
me the handout and I’ll take it home and read it myself?

3. Use as few words as possible and as many full-screen images as possible. I’m not going to go into
detail about the research about titles vs. sentences or how many lines of text vs. using charts or
diagrams. Just keep your text to a minimum and your images pertinent to the presentation, avoiding
cheesy clipart as much as possible. Your PowerPoint is merely an enhancement to your talk. You should
be able to turn off the computer and still deliver your presentation as intended.
6. How important is humor in public speaking? What are some effective ways to incorporate humor into
speeches and presentations?
I think humor in public speaking is very important, but not in the “priest walks into a bar” kind of way.
Humor, in the U.S. anyway, is an important way of connecting with other people. Having a laugh together
with one or many people is one of the great joys in life. As a speaker, humor and laughter humanize you
to the audience, making you more accessible and approachable, rather than a robot reciting a script.
However, the use of humor makes people very nervous, and it doesn’t have to. The easiest way to
incorporate humor into a presentation is to make fun of yourself. Use a light touch, because too much of
this makes you look insecure and might harm your credibility with an audience.
But pointing out your own human idiosyncrasies in the context of your topic is a great way to build that
relationship with an audience. And you don’t have to be a “funny guy” to pull it off. When I wear a lapel
microphone, I regularly smack it while speaking. I use my hands a lot and I’m not very good at avoiding
the mic. So I mention it as an example of what not to do, and point out that even the most seasoned
professional speakers have their little quirks. And I give it a couple more whacks for good measure.
Laughing at yourself makes the audience feel more comfortable with you.
Just be careful not to use humor at the expense of audience members. If you’re not sure if a certain topic
will be considered funny to the group, talk to the organizer beforehand to make sure.
7. What is the most effective way to practice public speaking? How important is watching other people
speak?
Everyone has her or his own way of practicing. Some people like to practice in front of a friend, or use a
group like Toastmasters as their training ground. I prefer to practice alone; I don’t like anyone to see my
presentation before I deliver it. Maybe it’s a superstition, but that’s my thing.
I will say that over-rehearsing can be as much of a problem as under-rehearsing. Give your brain a break
in between practices. I usually practice a presentation for a few hours at a time, then take a break until
the next day, or maybe even skip a day. This allows the content to really sink in. When I come back to it, I
have a fresh perspective and I also remember much more of the talk.
For a new presentation that I haven’t given before, I might write in a few months in advance, but I don’t
practice it heavily until a week or so before the gig. I like it to be fresh. For one that I’m familiar with, I’ll go
over it three or four times in the week before the presentation and make any adjustments.
Also, I don’t memorize my presentations. I use bulleted notes with key points, and memorize my opening
and closing. I will have a pretty good idea of what I want to say for each point, but I don’t go over it in
minute detail. In the middle, I like to allow for some spontaneity by not over- memorizing exactly what I’m
going to say. I’ve been doing this for a long time, though, and I’m comfortable with the unpredictability that
adds to my presentation.
I do enjoy watching other speakers, and learning from them, but I never try to emulate another speaker’s
mannerisms or voice. It’s important to have your own style and your own voice – the audience can see
right through you if you’re faking it.
There’s only one Tony Robbins, there’s only one Oprah, and there’s only one you!
------------------------------------
Lisa Braithwaite works with individuals to uncover their challenges and build their strengths in presenting
themselves confidently as speakers. She is a guest columnist for Santa Barbara's Woman Magazine and
was recently quoted in Men's Health Magazine.
Before launching her public speaking coaching business, Lisa worked in the nonprofit sector in Santa
Barbara for sixteen years as an advocate, educator and trainer, creating and implementing programs,
curricula, and training materials for nonprofit organizations. Her areas of expertise include adult learning
principles, communication skills development and gender equity issues.

In 2003, Lisa was honored with the Louise Lowry Davis award for co-founding the nonprofit organization
Body Electric. The award is named for a local pioneer in women's sports. She received her B.A. in
Theater from Pomona College and her M.A. in Education from UCSB.
For more information on individual coaching, group workshops or other services, please visit
www.coachlisab.com or call 805-207-7647.
------------------------------------
Speaking Prompts
These speaking prompts were included to show the effort that I made when
working with my group members. I tried to come up with five ways to engage the
other members of my group. This is important because it shows that I wanted to
help others get involved, not just improve my own work.

Prompts to Engage Others
1. What do you think about…
2. Why do you think that way…
3. How did you answer number…
4. Do you agree with…
5. Do you have anything to add to…

Personal Assessment
Personal Assessment
My objective was reached to the fullest extent. Throughout this semester, I have
learned the importance to contributing to my group projects. In the past, I helped to
complete the work, but was not as involved. I think that it is easier to get more involved
with the group members when the group is small because you can get to know each
other better and understand who can accomplish what tasks the best. If the group is
large, each member gets a few assignments, but they may not complete them to the
best of their ability. I have also learned to be more confident in what I have to say. My
ideas matter and can help the group meet its goal. My portfolio can clearly show my
progress throughout the semester. Each piece of documentation is an example of the
work that I put into my progress. The piece of documentation that shows my progress
the most is the journal section. Here I expressed my thoughts throughout the semester,
and it can be seen that my confidence grew.

Summary/Conclusion
Summary/Conclusion
I began the process of creating my professional development plan by writing a
reflection on each of the four dispositions. This understanding of professionalism,
collaboration, advocacy, and continuous development helped me select what the focus
of my portfolio would be. I chose group collaboration specifically because it was an
area that I wanted to improve in, and I did not have a lot of confidence on the subject.
Once my subject was chosen, the rest of the portfolio was simple. I decided to use
questionnaires, surveys, tally charts, speaking charts, online research, an interview,
speaking prompts, and journals to progress my public speaking abilities. Throughout
the semester, I was working on many group project, but selected one to be the focus of
my portfolio. While meeting with my group members for this project, I practiced what I
was learning in my research. I increased the amount of times I was speaking, which
ended up coming naturally. I can honestly say that this experience helped me to get
outside of my comfort zone to become more comfortable working on group projects. It
was important to me that I become a leader of the group, and not just someone
assigned to work on the project.

Jill Szymkiewicz Group Collaboration Professional Development Plan ETE 215 Section 2 December 2, 2015

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Szymkiewicz Group Collaboration

2. Reflection on the four dispositions 3

sense of what it means to be a professional in the workplace. The process includes

writing a reflection on each of the four dispositions: continuous development, advocacy,

collaboration, and professionalism. A professional development plan will be developed

to focus on professional goals and objectives about one professional disposition. A

questionnaire, online research, a survey on my group collaboration, a tally chart,

collaborative efforts have been improved.

Continuous Development relates to the desire to actively enhance an educator’s

methods of instruction, update their content, and better themselves as educators

lives of their students. Continuous development also allows educators to be students

be able to teach her technology-centered students how to compute the area of a

triangle on the computer.

speak up for him and help him succeed in school.

Through collaboration, educators understand that there are multiple methods to

Professionalism is one of the most necessary aspects of being an educator. The

Original Professional Development Plan

Original Professional Development Plan

1. What Do I Want To Do?

For my Professional Development Plan, I will focus on the collaboration

2. Why Do I Want To Do It?

represented and different ways to view a topic. By improving my group collaboration

with my peer communication skills.

3. How Am I Going To Do It?

In order to improve my group coloration skills, first, I will interview some of my

4. What Do I Need To Do It?

participate in the questionnaire.

5. How Will I Know I’ve Done It?

be a leader for the group by the end of the semester.

Edited Professional Development Plan

Edited Professional Development Plan

1. What Do I Want To Do?

For my Professional Development Plan, I will focus on the collaboration

2. Why Do I Want To Do It?

represented and different ways to view a topic. By improving my group collaboration

with my peer communication skills.

3. How Am I Going To Do It?

In order to improve my group collaboration skills, first, I will interview some of my

journal and write entries every few weeks.

4. What Do I Need To Do It?

participate in the questionnaire.

5. How Will I Know I’ve Done It?

be a leader for the group by the end of the semester.

collaboration. Three individuals answered the questions anonymously based on

themselves and their experience with group collaboration. Based on this

possible ways to improve the process.

Professional Development Plan

2. How comfortable are you with public speaking in a group setting?

3. What is your ideal number of group members?

4. How do you think group collaboration can be improved?

5. Do you have any other comments on group collaboration?

members ranges from two to six. Group collaboration can be improved by

Professional Development Plan

I do group occasionally and find it very beneficial when I do it.

2. How comfortable are you with public speaking in a group setting?

3. What is your ideal number of group members?

4. How do you think group collaboration can be improved?

communicating more with the group members

5. Do you have any other comments on group collaboration?

not at this time

Professional Development Plan

We do group work once a week. I don’t really like it.

2. How comfortable are you with public speaking in a group setting?