What are Best Practices for Planning, Executing and Assessing any CAIS Conference?

I want to use our blog as a way to begin a list of best practices for planning, executing and assessing a CAIS event. Here are two ideas; click on “Leave a comment” to add more. Recently, I investigated an idea that Joel shared about “Birds of a Feather” discussion tables. I think this is a great method for us to consider for all types of conferences as we try to model collaboration and make any event a place where participants connect with CAIS colleagues beyond their campuses. View the video explanation below with an appreciation of how such discussions can make all types of conference experiences more intimate and meaningful. Such a practice will help create Personal Learning Networks among CAIS collegues.

Another idea is to implement a planning stage that Dave Grey (one time CAIS presenter) calls a Pre-Post Mortem session. Such a deliberate step may help any CPD groups and committees capstone their planning before they begin marketing their event.

See pp.117-118 for more information from his new book, Game Storming: http://books.google.com/books?id=_-xnEDNPxwYC&printsec=frontcover&dq=gamestorming&hl=en&sa=X&ei=YQRBT7r5AYXY2AWP2uDODg&ved=0CDAQ6AEwAA#v=onepage&q=pre%20postmortem&f=false

What are other good methods to consider for planning, executing and assessing CAIS events?

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About bsullivan35

I am an English teacher working with great students at an independent school in Ct.
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5 Responses to What are Best Practices for Planning, Executing and Assessing any CAIS Conference?

  1. Rosemary Baggish says:

    I suggest that for eaxc program we begin by identifying a target audience and reach out to them for their needs in designing the programs. This begins to build the market from the onset and assures a meanigful experience for all.

  2. jbackon says:

    What does it take to convince teachers to leave school for a day? This is new territory for me. The COT invites tech people to their programs, and most of them do not teach. IT folks are accustomed to ongoing professional development and attending workshops to share ideas and experiences. How do teachers become accustomed to ongoing professional development and sharing ideas? Here’s a suggestion: We might push ideas and case-studies to teachers from their peers frequently enough to garner the interest and motivation to get out and hear more about these “professional teasers” that are pushed out weekly, for example.

  3. Ben Hildebrand says:

    I like Rosemary’s approach, but once the programs are set, think we may also benefit from using deans of faculty or divisions heads to encourage faculty members to attend. I know we send out emails reminders, but can we do more?

  4. Rob says:

    What Rosemary mentions above has worked for the Lower School Director Meetings. As a whole, we might want to look at how many events we are holding each month as an organization (especially because if teachers attend day meeting, subs are needed). Are there specific times (during the day/times of the year) that work better than others? Are there overlaps which bring down numbers? Are all areas being represented? The video Bill posted was interesting; I look forward to discussing it in tomorrow’s meeting.

  5. Sandy says:

    Years ago, when I ran the Korean students CAIS workshop, I sent a questionaire to participants prior to the conference. While the majority of the content was set, I was able to make sure participants areas of concern were addressed. I believe we got an excellent response because we also asked for their lunch preferences.

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