Transcript OSFM PPT Template 1

Contact Personnel
Wayne Goodwin - Commissioner of
Insurance, State Fire Marshal
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Rick McIntyre - Assistant State Fire
Marshal, Senior Deputy of OSFM
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Contact Personnel
Larry Hughes - Deputy Director of
Fire & Rescue Training, Inspections,
and Program & Development
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Kelly Ransdell - Deputy Director of
Prevention and Grants
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Wayne Bailey - Deputy Director NC
Fire and Rescue Commission
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Contact Personnel
Mike Edwards
Eastern Regional
Certification Specialist
[email protected]
Scott Hackler
Piedmont Regional
Certification Specialist
[email protected]
Michael Caviness
Western Regional
Certification Specialist
[email protected]
Central Region
Scott Hackler
Western Region
Michael Caviness
Alleghany
Ashe
Surry
Wilkes
Mitchell Avery
Yancey
Alexander
Swain
Clay
Alamance
Orange
Henderson
Polk
Transylvania
Rutherford
Gaston
Cleveland
Bertie
Franklin Nash
Edgecombe Martin
Davidson
Randolph
Chatham
Wake
Chowan
Pitt
Johnston
Lee
Beaufort
Greene
Moore
Cabarrus
StanleyMontgomery
Harnett
Wayne
Lenoir
Craven
Mecklenburg
Union
Washington
Tyrrell
Wilson
Rowan
Lincoln
Jackson
Macon
McDowell
Haywood
Graham
Cherokee
Catawba
Halifax
Davie
Iredell
Burke
Buncombe
Forsyth
Guilford
Caldwell
Warren
Granville
Yadkin
Gates
Northampton
Hertford
Vance
Caswell
Person
Rockingham
Stokes
Watauga
Madison
Eastern Region
Mike Edwards
Pamlico
Hoke
Anson
Richmond
CumberlandSampson
Jones
Duplin
Onslow
Scotland
Robeson
Bladen
Pender
Columbus
New
Hanover
Brunswick
Carteret
Hyde
Dare
Contact Personnel
Kim Williams
1-800-634-7854 Ext. 321
[email protected]
Toll Free
1-800-634-7854
Direct
(919) 661-5880
Fax
(919) 662-4670
www.ncdoi.com/osfm
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National Fire Protection Association
1041 Standard 2012 standard
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Fire Service Instructor Professional
Qualifications.
A methodology standard, applied
equally to both fire and rescue
instructors.
Whenever the term “fire
department, etc.” is used, it is implied
and understood that fire and/or
rescue shall be substituted.
NCFRC Instructor
Requirements
NCFRC Instructor I Requirements
1. Age 21 and must be certified a minimum
of three (3)years as either a FF II, ERT/RT/TR or FLSE.
2. Must have a high school diploma or equivalent
recognized by the NC Department of Public Instruction
(i.e., GED).
3. Complete the OSFM Approved Instructor I course
*Student has one year from the last day of class to test
4. *Successfully pass the certification exam
*Instructor I candidates must meet the above requirements to register for
regional testing for the certification exam.
There shall be no requirements for maintaining Instructor I.
NCFRC Instructor II Requirements
1. Age 21, Certified Instructor I and must be certified a minimum of five
(5) years as either a FF II, ERT/RT/TR, or FLSE.
2. Must have a high school diploma or equivalent recognized by the NC
Department of Public Instruction (i.e., GED).
3. Complete the OSFM Approved Instructor II or Instructor
I/II Combo course.
*Student has one year from the last day of class to test
4. *Successfully pass the certification exam
*Instructor II candidates must meet the above requirements
to register for regional testing for the certification exam.
There shall be no requirements for maintaining Instructor II.
Instructor I/II & Fire Officer I/II
Combo Course
Students who complete a combo course must take the
combo exam at regional testing. The student must meet all
the requirements for both certifications prior to registering for
the regional test, no other options. The student must also test
within one year of completing the class and must submit all
required documents when registering. The Fire Instructor/
Fire Officer and course verification system can be found
under instructor resources.
The Combo Course FIPs for Instructor and Officer:
Instructor 1&2 Combos: FIP 3808 and/or FIP 224
Fire Officer 1&2 Combos: FIP 3712 and/or FIP226
Instructor & Fire Officer Course
Verification Form
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Will no longer be accepted!
Instructors must now use the online registration
system
Classes that must be registered: Instructor 1,
Instructor 2, Instructor 1&2 Combo, Fire Officer 1,
Fire Officer 2, Fire Officer 1&2 Combo
This can be found here:
– http://www.ncdoi.com/OSFM/Fire_Rescue_Commission/Default.aspx
?field1=Delivery_Agencies_and_Instructors__Instructor_Educational_Methodology&user=Delivery_Agencies_and
_Instructors
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Instructor/Fire Officer Class Registration
System
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Instructor/Fire Officer Class Registration
System
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Instructor/Fire Officer Class Registration
System – Add New Class
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Instructor/Fire Officer Class Registration
System – New Class
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Instructor/Fire Officer Class Registration
System – Add Students
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Instructor/Fire Officer Class Registration
System
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Instructor/Fire Officer Class Registration
System – Add Student
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Instructor/Fire Officer Class Registration
System
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Instructor/Fire Officer Class Registration
System - Summary
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When class finishes:
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Email [email protected]
Need class info
Student names that pass
Any student not found in the system will NOT be
allowed to test at regional test
– This takes the place of the Instructor Verification
Form
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NCFRC Instructor III Requirements
A moratorium is currently in place for
Instructor III.
Note: The current program is going away from
the workbook format to a direct delivery
program.
NCFRC Instructor
Qualifications
Certification vs. Qualification
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Certification
– Means a person has taken a class
– Once certified, always certified
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Qualification
– Means a person can teach a class
– Must take requalification class every 5 years
– Failure to do so will result in losing their qualification
in that subject
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NCFRC Instructor Qualification
Requirements
– To become a qualified instructor, the candidate must be certified a
minimum of two (2) years as an Instructor II. Effective July 01,
2009.
– To become a qualified instructor, the candidate must be certified a
minimum of five (5) years in the specialized area and complete that
subjects Qualification exam. Effective July 01, 2009
– The candidate will take a 100 question test at a regional test site
and must pass with an 80% to become qualified.
Firefighter Specialty Qualification
Requirements are as follows:
– To become a Live Fire and/or LP Gas qualified
instructor, the candidate must be qualified a minimum
of five (5) years in the accredited area of Fire Fighter I
/ II. All other prerequisites will remain. Effective July
01, 2009.
– To become a RIT qualified instructor, the candidate
must be qualified a minimum of five (5) years in the
accredited area of Fire Fighter I / II. All other
prerequisites will remain. Effective July 01, 2009.
NCFRC Instructor Qualification Subjects
An Instructor II may qualify within seven (7)
different qualification areas. They are:
Firefighter I / II
nTechnical Rescuer
nDriver/Operator
nHazardous Materials Responder
nFirefighter Specialty
nRescue Specialty
n Fire Officer
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Regional Testing
Process
Regional Testing
Students must meet all certification and qualification
prerequisites before being eligible to test.
Students must submit all required documentation with
registration for regional testing. (No exceptions, students
must register and test at a Regional Test Site.)
See the OSFM Regional Testing web page for forms
and information.
http://www.ncdoi.com/OSFM/FireAndRescueCommission/Documents/
RegionalTesting/RegFormCurriculumInstandFO.pdf
Online Regional Test Registration
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Starting January 1st, 2014 – All registrations for
regional testing must be done online
Web registration can be found here:
http://www.ncdoi.com/OSFM/Fire_Rescue_Commi
ssion/Default.aspx?field1=Certification_and_Traini
ng__Regional_Testing&user=Certification_and_Trainin
g
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Online Regional Test Registration
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Online Regional Test Registration
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Online Regional Test Registration
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NCFRC Qualification Process
Pre-registration for exams available at
Regional Testing (see regional testing web page for information)
http://www.ncdoi.com/OSFM/FireAndRescueCommission/fr_regional_testing.asp
OR
Must pre-register for specific Qualifications listed on
the Instructor Training schedule by contacting
the person listed on the schedule
http://www.ncdoi.com/OSFM/FireAndRescueCommission/FR_instructor_level.asp
Must pass qualification exam by 80 %.
Candidate must meet all pre-requisites prior to registering for any
Qualification exams and a pre test may be required for sitting for the Qualification.
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Additional Information
No Educational Methodology upgrade required.
No requirement to submit teaching hours to the Commission.
Level I instructors can not teach certification programs for
certification credits.
Level I instructors can teach with a Qualified Level II instructor
present during entire class.
Only a qualified instructor will be allowed to teach and
administer, practical and written exams, to students in the area
they are qualified in.
NCFRC Instructor Qualification
If an Instructor is qualified in subject areas
accredited by IFSAC and/or Pro Board they
must re-qualify every five (5) years or as the
standard is revised.
This re-qualification will meet the continuing
educational requirement.
Application for Certification
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Requires Chief’s signature
Copies of High School diploma or GED
Any prior convictions
Application is only needed one time unless there is
a change of address
Go to the web site, download and print it
http://www.ncdoi.com/OSFM/Fire_Rescue_Commi
ssion/Documents/Certification/CertificationApplicati
on.pdf
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Application for Certification
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Accreditation
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MIN
IST
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NO
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FG
DO
AR
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NCFRC is Dually Accredited
ACCREDITATION CONGRESS
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RS
NO
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MI
NIS
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IO
DO
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ACCREDITATION CONGRESS
International Fire Service
Accreditation Congress
The ProBoard
Accreditation
For up-to-date information concerning
accredited levels,
visit the IFSAC web-site at:
www.ifsac.org
or The ProBoard website at:
www.theproboard.org
Firefighter Life Safety
Initiatives
Duty and responsibility -Make EVERY DAY a TRAINING
DAY….so that…
EVERYONE GOES HOME!
Firefighter Maintenance Program
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Regular Medical Check-ups
– Yes, they can be a pain, but if you don’t do it for you – do it for those
who need you.
Regular Exercise
– Even walking makes a BIG difference!
– Walk a mile a day and watch the changes.
Eat Healthy
– Think about what you are eating, and then picture operating interior
at a working fire 30 minutes later.
– Now, what do you want to eat?
Firefighter Rehab Guidelines
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Stop before you drop.
– Cool down when hot
– Warm up when cold
– Dry off when wet
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Stay hydrated with non-caffeinated drinks.
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Monitor vital signs.
Firefighter Response Plan
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Get fully dressed in full PPE from head to toe!
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Get in!
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Sit down!
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Fasten your seatbelt!
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Enjoy the ride with a driver who will get you there in one
piece!
Driver Response Plan
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It’s not a race!
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Safe is more important than fast!
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Stop at red lights and stop signs!
– NO EXCUSES!!
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If they don’t get out of your way – don’t run them over!
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THINK and REACT CAREFULLY!!
Interior Firefighting Plan
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Work as a team!
Stay together!
Stay oriented!
Manage your air supply!
Get off the apparatus with tools and a thermal imager for
EVERY interior operating team!
A radio for EVERY member!
Provide constant updates!
Constantly assess the Risk/Benefit model!
You can make a
difference!
Get back to the basics!
National Fallen Firefighters Foundation
Life Safety Initiatives
NCSFRI Conference
May 7 – 10, 2014
Hilton Wilmington Riverside Wilmington, NC
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North Carolina Society
Of Fire Rescue Instructors
Jimmy L. Barrow, Executive Director
3720 Old Flat Rock Road
Kernersville, NC. 27284
336-309-6900 cell
336-595-1520 fax
E-mail: www.ncsfri.org
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Instructor Resources
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8th Edition IFSTA Fire & Emergency
Services Instructor
2nd Edition Jones & Bartlett Fire Service Instructor
Principles and Practices
The lesson plans and practical skills must be
printed off by the Community College.
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Instructor Resources
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Instructor I has four practicals
Instructor II has five practicals
The lesson plans and practical skills must be
printed off by the Community College.
Time frames are not given for the presentations
due to differing class sizes.
– Example – An instructor with 7 students may be
able to have each student do a 45 min – 1 hr
presentation. However, an instructor who has 20
students may only have the time for 20 min.
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Concept of the JPR Format
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The JPR identifies the minimum job
performance requirements for specific fire
service positions.
The JPRs for each duty defines what the
candidate must be able to do in order to
successfully perform that duty.
The JPR Has
3 Critical Components:
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The Task that is to be performed.
Tools, equipment, or materials that must
be provided to successfully complete the
task.
Evaluation parameters and/or
performance outcomes.
Job Performance Requirements
2007
Abcd strike through indicates text that has been
completely removed .
NFPA 1041 2007
Edition to 2012
Edition Chapter 4
Instructor I
Job Performance Requirements
2012
Bold italic and highlighted indicates new or changed
text.
4.1 General
4.1 General
4.1.1
4.1.1
The Fire Service Instructor I shall meet the
JPRs defined in Sections 4.2 through 4.5 of
this standard.
4.2 Program Management.
The Fire Service Instructor I shall meet the
JPRs defined in Sections 4.2 through 4.5 of
this standard.
4.2 Program Management
4.2.1 Definition of Duty.
4.2.1 Definition of Duty.
The management of basic resources and
the records and reports essential to the
instructional process.
4.2.2
The management of basic resources and
the records and reports essential to the
instructional process.
4.2.2
Assemble course materials, given a specific
topic, so that the lesson plan and all
materials, resources, and equipment
needed to deliver the lesson are obtained.
Assemble course materials, given a specific
topic, so that the lesson plan and all
materials, resources, and equipment
needed to deliver the lesson are obtained.
(A) Requisite Knowledge. Components of
a lesson plan, policies and procedures for
the procurement of materials and
equipment, and resource availability.
(A) Requisite Knowledge. Components
of a lesson plan, policies and procedures for
the procurement of materials and
equipment, and resource availability.
(B) Requisite Skills. None required.
4.2.3
(B) Requisite Skills. None required.
4.2.3
Prepare requests for resources, given
training goals and current resources,
so that the resources required to meet
training goals are identified and
documented.
(A) Requisite Knowledge. Resource
management, sources of instructional
resources and equipment.
(B) Requisite Skills. Oral and written
communication, forms completion.
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4.2.3 JPR
Prepare requests for resources, given training
goals and current resources, so that the
resources required to meet training goals are
identified and documented.
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4.2.4
Schedule single instructional sessions,
given a training assignment, department
scheduling procedures, instructional
resources, facilities and timeline for
delivery, so that the specified sessions
are delivered according to department
procedure.
NFPA 1041 2007
Edition to 2012
Edition Chapter 4
Instructor I
(A) Requisite Knowledge. Departmental
scheduling procedures and resource
management.
(B) Requisite Skills. Training schedule
completion.
4.2.3
Prepare training records and report forms,
given policies and procedures and forms, so
that required reports are accurately
completed and submitted in accordance with
the procedures.
4.2.5
Complete training records and report forms,
given policies and procedures and forms, so
that required reports are accurate and
submitted in accordance with the procedures.
(A) Requisite Knowledge. Types of records
and reports required, and policies and
procedures for processing records and
reports.
(A) Requisite Knowledge. Types of records
and reports required, and policies and
procedures for processing records and
reports.
(B) Requisite Skills. Basic report writing
and record completion.
(B) Requisite Skills. Basic report writing
and record completion.
4.3 Instructional Development.
4.3.1* Definition of Duty.
The review and adaptation of prepared
instructional materials.
4.3 Instructional Development
4.3.1* Definition of Duty.
The review and adaptation of prepared
instructional materials.
4.3.2*
Review instructional materials, given the
materials for a specific topic, target audience
and learning environment, so that elements of
the lesson plan, learning environment, and
resources that need adaptation are identified.
4.3.2*
Review instructional materials, given the
materials for a specific topic, target audience,
and learning environment, so that elements of
the lesson plan, learning environment, and
resources that need adaptation are identified.
(A) Requisite Knowledge. Recognition of
student limitations, methods of instruction,
types of resource materials, organization of
the learning environment, and policies and
procedures.
(A) Requisite Knowledge. Recognition of
student limitations and cultural diversity,
methods of instruction, types of resource
materials, organization of the learning
environment, and policies and procedures.
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Instructor I
4.3.3*
Adapt a prepared lesson plan, given
course materials and an assignment,
so that the needs of the student and
the objectives of the lesson plan are
achieved.
(A)* Requisite Knowledge.
Elements of a lesson plan, selection of
instructional aids and methods, and
organization of the learning
environment.
(B) Requisite Skills. Instructor
preparation and organizational skills.
4.4 Instructional Delivery
4.4.1 Definition of Duty.
The delivery of instructional sessions
utilizing prepared course materials.
4.4.2
Organize the classroom, laboratory, or
outdoor learning environment, given a
facility and an assignment, so that
lighting, distractions, climate control
or weather, noise control, seating,
audiovisual equipment, teaching aids,
and safety are considered.
(A) Requisite Knowledge.
Classroom management and safety,
advantages and limitations of
audiovisual equipment and teaching
aids, classroom arrangement, and
methods and techniques of
instruction.
(B) Requisite Skills. Use of
instructional media and materials.
4.3.3*
Adapt a prepared lesson plan, given
course materials and an assignment,
so that the needs of the student and
the objectives of the lesson plan are
achieved.
(A)* Requisite Knowledge.
Elements of a lesson plan, selection of
instructional aids and methods, and
organization of the learning
environment.
(B) Requisite Skills. Instructor
preparation and organizational skills.
4.4 Instructional Delivery
4.4.1 Definition of Duty.
The delivery of instructional sessions
utilizing prepared course materials.
4.4.2
Organize the classroom, laboratory, or
outdoor learning environment, given a
facility and an assignment, so that
lighting, distractions, climate control
or weather, noise control, seating,
audiovisual equipment, teaching aids,
and safety are considered.
(A) Requisite Knowledge.
Classroom management and safety,
advantages and limitations of
audiovisual equipment and teaching
aids, classroom arrangement, and
methods and techniques of
instruction.
(B) Requisite Skills. Use of
instructional media and teaching
aids.
4.4.3
4.4.3
Present prepared lessons, given a
Present prepared lessons, given a
prepared lesson plan that specifies the prepared lesson plan that specifies the
presentation method(s), so that the
presentation method(s), so that the
method(s) indicated in the plan are
method(s) indicated in the plan are
used and the stated objectives or
used and the stated objectives or
learning outcomes are achieved.
learning outcomes are achieved,
applicable safety standards and
practices are followed, and risks
are addressed.
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4.2.4 JPR
Schedule single instructional sessions, given a
training assignment, department scheduling
procedures, instructional resources, facilities
and timeline for delivery, so that the specified
sessions are delivered according to
department procedure.
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Edition Chapter 4
Instructor I
(A) Requisite Knowledge. The laws
and principles of learning, teaching
methods and techniques, lesson plan
components and elements of the
communication process, and lesson
plan terminology and definitions.
(A)* Requisite Knowledge. The laws
and principles of learning, methods and
techniques of instruction, lesson plan
components and elements of the
communication process, and lesson
plan terminology and definitions; the
impact of cultural differences on
instructional delivery; safety rules,
regulations, and practices;
identification of training hazards;
elements and limitations of
distance learning; distance learning
delivery methods; and the
instructor’s role in distance
learning.
(B) Requisite Skills. Oral
(B) Requisite Skills. Oral
communication techniques, teaching
communication techniques, methods
methods and techniques, and utilization and techniques of instruction, and
of lesson plans in the instructional
utilization of lesson plans in an
setting.
instructional setting.
4.4.4*
4.4.4*
Adjust presentation, given a lesson
Adjust presentation, given a lesson
plan and changing circumstances in the plan and changing circumstances in the
class environment, so that class
class environment, so that class
continuity and the objectives or
continuity and the objectives or
learning outcomes are achieved.
learning outcomes are achieved.
(A) Requisite Knowledge. Methods
(A) Requisite Knowledge. Methods
of dealing with changing circumstances. of dealing with changing circumstances.
(B) Requisite Skills. None required.
(B) Requisite Skills. None required.
4.4.5
4.4.5*
Adjust to differences in learning styles, Adjust to differences in learning styles,
abilities, and behaviors, given the
abilities, cultures, and behaviors,
instructional environment, so that
given the instructional environment, so
lesson objectives are accomplished,
that lesson objectives are
disruptive behavior is addressed, and a accomplished, disruptive behavior is
safe learning environment is
addressed, and a safe and positive
maintained.
learning environment is maintained.
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Instructor I
(A)* Requisite Knowledge.
Motivation techniques, learning styles,
types of learning disabilities and
methods for dealing with them, and
methods of dealing with disruptive and
unsafe behavior.
(B) Requisite Skills. Basic coaching
and motivational techniques, and
adaptation of lesson plans or materials
to specific instructional situations.
(A)* Requisite Knowledge.
Motivation techniques, learning styles,
types of learning disabilities and
methods for dealing with them, and
methods of dealing with disruptive and
unsafe behavior.
(B) Requisite Skills. Basic coaching
and motivational techniques,
correction of disruptive behaviors,
and adaptation of lesson plans or
materials to specific instructional
situations.
4.4.6
4.4.6
Operate audiovisual equipment and
Operate audiovisual equipment and
demonstration devices, given a learning demonstration devices, given a learning
environment and equipment, so that the environment and equipment, so that the
equipment functions properly.
equipment functions properly.
(A) Requisite Knowledge.
(A) Requisite Knowledge.
Components of audiovisual equipment.
Components of audiovisual equipment.
(B) Requisite Skills. Use of
(B) Requisite Skills. Use of
audiovisual equipment, cleaning, and
audiovisual equipment, cleaning, and
field level maintenance.
field level maintenance.
4.4.7
4.4.7
Utilize audiovisual materials, given
Utilize audiovisual materials, given
prepared topical media and equipment, prepared topical media and equipment,
so that the intended objectives are
so that the intended objectives are
clearly presented, transitions between
clearly presented, transitions between
media and other parts of the
media and other parts of the
presentation are smooth, and media are presentation are smooth, and media are
returned to storage.
returned to storage.
(A) Requisite Knowledge. Media
(A) Requisite Knowledge. Media
types, limitations, and selection criteria. types, limitations, and selection criteria.
(B) Requisite Skills. Transition
(B) Requisite Skills. Transition
techniques within and between media.
techniques within and between media.
4.5 Evaluation and Testing
4.5 Evaluation and Testing.
4.5.1* Definition of Duty.
4.5.1* Definition of Duty.
The administration and grading of
The administration and grading of
student evaluation instruments.
student evaluation instruments.
4.5.2
4.5.2
Administer oral, written, and
Administer oral, written, and
performance tests, given the lesson
performance tests, given the lesson
plan, evaluation instruments, and the
plan, evaluation instruments, and
evaluation procedures of the agency, so evaluation procedures of the agency, so
that the testing is conducted according
that bias or discrimination is
to procedures and the security of the
eliminated, the testing is conducted
materials is maintained.
according to procedures, and the
security of the materials is maintained.
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(A) Requisite Knowledge. Test
administration, agency policies, laws
affecting records and disclosure of
training information, purposes of
evaluation and testing, and performance
skills evaluation.
(A) Requisite Knowledge. Test
administration, agency policies, laws
and policies pertaining to
discrimination during training and
testing, methods for eliminating
testing bias, laws affecting records and
disclosure of training information,
purposes of evaluation and testing, and
performance skills evaluation.
(B) Requisite Skills. Use of skills
(B) Requisite Skills. Use of skills
checklists and oral questioning
checklists and oral questioning
techniques.
techniques.
4.5.3
4.5.3
Grade student oral, written, or
Grade student oral, written, or
performance tests, given class answer
performance tests, given class answer
sheets or skills checklists and
sheets or skills checklists and
appropriate answer keys, so the
appropriate answer keys, so the
examinations are accurately graded and
examinations are accurately graded and
properly secured.
properly secured.
(A) Requisite Knowledge. Grading
(A) Requisite Knowledge. Grading
and maintaining confidentiality of scores. methods, methods for eliminating
bias during grading, and maintaining
confidentiality of scores.
(B) Requisite Skills. None required.
(B) Requisite Skills. None required.
4.5.4
4.5.4
Report test results, given a set of test
Report test results, given a set of test
answer sheets or skills checklists, a
answer sheets or skills checklists, a
report form, and policies and procedures report form, and policies and procedures
for reporting, so that the results are
for reporting, so that the results are
accurately recorded, the forms are
accurately recorded, the forms are
forwarded according to procedure, and
forwarded according to procedure, and
unusual circumstances are reported.
unusual circumstances are reported.
(A) Requisite Knowledge. Reporting
(A) Requisite Knowledge. Reporting
procedures and the interpretation of test procedures and the interpretation of test
results.
results.
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Instructor I
(B) Requisite Skills.
Communication skills and
basic coaching.
4.5.5*
Provide evaluation
feedback to students,
given evaluation data, so
that the feedback is
timely; specific enough
for the student to make
efforts to modify
behavior; and objective,
clear, and relevant; also
include suggestions
based on the data.
(A) Requisite
Knowledge. Reporting
procedures and the
interpretation of test
results.
(B) Requisite Skills.
Communication skills and
basic coaching.
79
(B) Requisite Skills.
Communication skills and
basic coaching.
4.5.5*
Provide evaluation
feedback to students,
given evaluation data, so
that the feedback is
timely; specific enough
for the student to make
efforts to modify
behavior; and objective,
clear, and relevant; also
include suggestions
based on the data.
(A) Requisite
Knowledge. Reporting
procedures and the
interpretation of test
results.
(B) Requisite Skills.
Communication skills and
basic coaching.
NFPA 1041 2007
Edition to 2012
Edition Chapter 5
Instructor II
5.3.2
Create a lesson plan, given a topic,
audience characteristics, and a
standard lesson plan format, so that
the JPRs for the topic are achieved,
and the plan includes learning
objectives, a lesson outline, course
materials, instructional aids, and an
evaluation plan.
5.3.2
Create a lesson plan, given a topic,
audience characteristics, and a
standard lesson plan format, so that
the JPRs or learning objectives for
the topic are addressed, and the
plan includes learning objectives, a
lesson outline, course materials,
instructional aids, and an evaluation
plan.
(A) Requisite Knowledge. Elements (A) Requisite Knowledge.
of a lesson plan, components of
Elements of a lesson plan,
learning objectives, instructional
components of learning objectives,
methods and techniques,
methods and techniques of
characteristics of adult learners,
instruction, principles of adult
types and application of instructional
learning, techniques for
media, evaluation techniques, and
eliminating bias in instructional
sources of references and materials.
materials, types and application of
instructional media, evaluation
techniques, and sources of references
and materials.
(B) Requisite Skills. Basic research, (B) Requisite Skills. Basic research,
using JPRs to develop behavioral
using JPRs to develop behavioral
objectives, student needs assessment, objectives, student needs assessment,
development of instructional media,
development of instructional media,
outlining techniques, evaluation
outlining techniques, evaluation
techniques, and resource needs
techniques, and resource needs
analysis.
analysis.
5.3.3
5.3.3
Modify an existing lesson plan, given
Modify an existing lesson plan, given
a topic, audience characteristics, and
a topic, audience characteristics, and
a lesson plan, so that the JPRs for the a lesson plan, so that the JPRs or
topic are achieved and the plan
learning objectives for the topic are
includes learning objectives, a lesson
addressed and the plan includes
outline, course materials, instructional learning objectives, a lesson outline,
aids, and an evaluation plan.
course materials, instructional aids,
and an evaluation plan.
(A) Requisite Knowledge. Elements (A) Requisite Knowledge.
of a lesson plan, components of
Elements of a lesson plan,
learning objectives, instructional
components of learning objectives,
methods and techniques,
methods and techniques of
characteristics of adult learners,
instruction, principles of adult
types and application of instructional
learning, techniques for
media, evaluation techniques, and
eliminating bias in instructional
sources of references and materials.
materials, types and application of
instructional media, evaluation
techniques, and sources of references
80
and materials.
NFPA 1041 2007
Edition to 2012
Edition Chapter 5
Instructor II
5.5.2
Develop student evaluation
instruments, given learning
objectives, audience characteristics,
and training goals, so that the
evaluation instrument determines if
the student has achieved the learning
objectives; the instrument evaluates
performance in an objective, reliable,
and verifiable manner; and the
evaluation instrument is bias-free to
any audience or group.
(A) Requisite Knowledge.
Evaluation methods, development of
forms, effective instructional methods,
and techniques.
(B) Requisite Skills. Evaluation item
construction and assembly of
evaluation instruments.
5.5.3
Develop a class evaluation
instrument, given agency policy and
evaluation goals, so that students
have the ability to provide feedback to
the instructor on instructional
methods, communication techniques,
learning environment, course content,
and student materials.
(A) Requisite Knowledge.
Evaluation methods and test validity.
(B) Requisite Skills. Development
of evaluation forms.
5.5.4
Analyze student evaluation
instruments, given test data,
objectives and agency policies, so
that validity is determined and
necessary changes are
accomplished.
(A) Requisite Knowledge. Test
validity, reliability, and item
analysis.
(B) Requisite Skills. Item analysis
techniques.
81
5.5.2
Develop student evaluation
instruments, given learning
objectives, audience characteristics,
and training goals, so that the
evaluation instrument determines if
the student has achieved the learning
objectives; the instrument evaluates
relevant performance in an objective,
reliable, and verifiable manner; and
the evaluation instrument is bias-free
to any audience or group.
(A) Requisite Knowledge.
Evaluation methods, development of
forms, effective instructional methods,
and techniques.
(B) Requisite Skills. Evaluation
item construction and assembly of
evaluation instruments.
5.5.3
Develop a class evaluation
instrument, given agency policy and
evaluation goals, so that students
have the ability to provide feedback to
the instructor on instructional
methods, communication techniques,
learning environment, course content,
and student materials.
(A) Requisite Knowledge.
Evaluation methods and test validity.
(B) Requisite Skills. Development
of evaluation forms.
NFPA 1041 2007
Edition to 2012
Edition Chapter 6
Instructor III
6.3.2
Conduct an agency needs analysis,
given agency goals, so that
instructional needs are identified.
(A) Requisite Knowledge. Needs
analysis, task analysis,
development of JPRs, lesson
planning, instructional methods,
characteristics of adult learners,
instructional media, curriculum
development, and development of
evaluation instruments.
(B) Requisite Skills. Conducting
research, committee meetings, and
needs and task analysis; organizing
information into functional
groupings; and interpreting data.
6.3.3
Design programs or curricula, given
needs analysis and agency goals,
so that the agency goals are
supported, the knowledge and skills
are job-related, the design is
performance-based, adult learning
principles are utilized, and the
program meets time and budget
constraints.
82
6.3.2
Conduct an agency needs analysis,
given agency goals, so that
instructional needs are identified
and solutions are
recommended.
(A) Requisite Knowledge. Needs
analysis, task analysis,
development of JPRs, lesson
planning, instructional methods for
classroom, training ground, and
distance learning, characteristics
of adult learners, instructional
media, curriculum development,
and development of evaluation
instruments.
(B) Requisite Skills. Conducting
research, committee meetings, and
needs and task analysis; organizing
information into functional
groupings; and interpreting data.
6.3.3
Design programs or curricula, given
needs analysis and agency goals,
so that the agency goals are
supported, the knowledge and skills
are job-related, the design is
performance-based, adult learning
principles are utilized, and the
program meets time and budget
constraints.
NFPA 1041 2007
Edition to 2012
Edition Chapter 6
Instructor III
6.5.3
Develop course evaluation plan,
given course objectives and agency
policies, so that objectives are
measured and agency policies are
followed.
(A) Requisite Knowledge.
Evaluation techniques, agency
constraints, and resources.
(B) Requisite Skills. Decision
making.
6.5.4
Create a program evaluation plan,
given agency policies and
procedures, so that instructors,
course components, and facilities are
evaluated and student input is
obtained for course improvement.
(A) Requisite Knowledge.
Evaluation methods and agency
goals.
(B) Requisite Skills. Construction
of evaluation instruments.
83
6.5.3
Develop course evaluation plan, given
course objectives and agency policies,
so that objectives are measured and
agency policies are followed.
(A) Requisite Knowledge.
Evaluation techniques, agency
constraints, and resources.
(B) Requisite Skills. Decision
making.
6.5.4
Create a program evaluation plan,
given agency policies and procedures,
so that instructors, course
components, and facilities are
evaluated and student input is
obtained for course improvement.
(A) Requisite Knowledge.
Evaluation methods and agency goals.
(B) Requisite Skills. Construction of
evaluation instruments.
6.5.5
Analyze student evaluation
instruments, given test data,
objectives, and agency policies, so
that validity is determined and
necessary changes are made.
(A) Requisite Knowledge. Test
validity, reliability, and item
analysis.
(B) Requisite Skills. Item analysis
techniques.
NFPA 1041 2007 Edition to 2012
Edition Chapter 6 Instructor III
6.5.5 JPR
Analyze student evaluation instruments, given
test data, objectives, and agency policies, so
that validity is determined and necessary
changes are made.
84
Requirements for Qualifying
Instructors to Teach
Instructor I & II
n
n
n
Candidates must be certified a minimum of ten (10)
years as a Level II Instructor
Must have a degree from a Regionally Accredited
Institution – minimum of an Associate’s Degree
Must pass a qualification exam with a score of 80%
85
Requirements for Qualifying
Instructors to Teach
Instructor III
n
n
n
Candidates must be qualified to teach Fire
Instructor Level I & II
Candidate must be certified a minimum of five (5)
years as a Fire Instructor III
Must pass a qualification exam with a score of 80%
86
n
Questions?