Approved presenters will have GA POST credit hours provided to students who attend their session. However, suppose you are not a certified GA POST Instructor but currently hold Law Enforcement, Corrections, or Basic Communications certification. In that case, for your presentation to be considered, you must co-present with a POST-Certified Instructor.
The conference schedule is created in one-hour blocks of time. Therefore, a presentation should be designed to take approximately 45-55 minutes. Special consideration can be made at the approval of the conference committee for longer presentations.
When creating your presentation, consider your topic idea and how it would work best for the student. For example, a lecture is suitable for information or the retelling of an event and the use of a PowerPoint. On the other hand, a panel is typically used for several subject matter experts who speak and provide a Q&A. In contrast, a workshop format is more hands-on and interactive with handouts, usually breaking up students into teams and a presenter providing directions for a task.
If you think you would like to attend a session covering your topic, you are probably on the right track! Consider issues for a specific position, recommendations for an operation component, or even overall health and morale considerations. Steer clear of including political, religious, or opinion-based material in your session. A conference training committee compiles and reads through the submissions once collected. Topics are selected based on varying reasons, but the committee is always open to any proposal that thoroughly explains how it will benefit those who attend.
In about five sentences, summarize your presentation to the committee and how the presentation will benefit the State of Georgia emergency communicators. Write your description in a way that would draw students to want to come to sit in your session over others if they had to choose.
Learning objectives should be brief, precise, specific statements of what learners will be able to do at the end of a presentation due to the activities, teaching, and learning that has taken place. In other words, identify the main objectives that you hope the student will learn or use after sitting in the presentation.
Credible references are resources such as websites, national standards, training curriculum, or even local policy. List the reference identifier (or provide a URL) for these resources with your submission. By doing this, you are providing credible and accurate support for your presentation information. These credible sources may not be required for such presentations as panels because the panelists should be subject matter experts.