IntroductionThe main objective of this article is to reflect on an e-learning staff development training event that I have observed over the past six years as a participant. During this period the e-learning training used the same method and material. Staff development training is an annual requirement that teachers must complete before the start of each school year. This training was mandatory and supported the concept of safe schools. The goal of the training was highlighted as ensuring that each teacher successfully completes training to support state laws and student safety requirements in public schools. This training is used to replace classroom training on topics that teachers may encounter during the school year, such as organic product spills, bullying, intruder alarms, and child abuse reports, to name a few. Teachers completed this online training at their own time and pace prior to the start of the school district's professional staff development week. Teachers who complete this training before returning to work were given an additional day off as a motivational reward for completing the training before attending the district's professional development training. Reflection on Professional Development It is important that the teacher in a high school setting has the necessary skills and knowledge to guide students in the classroom and handle emergencies as they arise. Teachers are entrusted with one of America's most precious resources: its students. When participating in online training, the motivation for professional development did not exist. For training to be effective, the motivation of the individual is necessary. Reflecting... middle of paper......Effective professional development for e-learning: what do managers think? 58(6), British Journal of Educational Technology, 892-900. Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of preparation factors in e-learning outcomes: An empirical study. 57. Computers in Education, 1919-1929 Stein, S., Shepard, K., Harris, I. (2011). E-learning concepts and professional development for e-learning taught by tertiary educators in New Zealand. 42(1), British Journal of Educational Technology, 145-165. Saade, R. G., Morin, D., & Thomas, J., D. E. (2012). Critical thinking in e-learning environments. 28, Computers in Behavior, 1608-1617. Smith, J. A., & Sivo, S. A. (2012). Predicting continued use of online teacher professional development and the influence of social presence and sociability. 43(6), British Journal of Educational Technology, 871-882