FRP 268 NFPA Fire & Life Safety Educator 2 and Instructor 2

Lecture Hours: 3
Lab Hours: 2
Credits: 4

Designed to meet the needs of expereinced fire and emergency service instructors and those who develop, coordinate and deliver community fire and risk prevention programs that intend to eliminate or mitigate situations that endanger lives, property, and the environment using an intensive instructional methodology program to prepare the participant for planning and developing all aspects of course curriculum. Includes needs analysis, task analysis, course goals and objectives, lesson plan development, instructional support materials and evaluation instruments. Meets or exceeds competency standards established by the National Fire Protection Association including NFPA 1041 Fire Instructor II and NFPA 1035 Fire and Life Safety Educator II.

Prerequisite: Completion of FRP 168 with a grade of C or better; or consent of instructor.
Differential Fee Yes
Student Learning Outcomes:

Analyze community risk, design and manage programs, integrate prevention interventions to address community risk, create and lead a community risk reduction program, and work in collaboration with internal and external organizational members.
Project program budget income/expenditures, given program needs, past expenditures, current materials, personnel cost, and guidelines, so that projections are within accepted guidelines and program needs are addressed in the projected income/expenditures.
Develop a public policy recommendation for management, given a fire or injury issue and policy development guidelines, so that justification for the policy is provided, the issue is explained, the policy identifies solutions, and the impact or benefit from adopting the policy is stated.
Establish fire and life safety education priorities within a program, given relevant local loss and injury data, so that local fire and life safety education activities address identified risk priorities.
Facilitate a fire and life safety collaborative partnership within the organization and with external partners, given information about the organizations in the partnership, the goals of the partnership, and organizational guidelines, so that fire and life safety education objectives for the partnership are achieved.
Prepare a request for resources from an external organization, given department/agency policies on requesting resources and a description of the resources needed, so that the request identifies needed resources and conforms to department/agency policies and the requirements of the resource provider.
Develop informational material, given an identified fire or life safety objective and characteristics of the target audience, so that information provided is accurate, relevant to the objective, and specific to the characteristics and needs of the target audience.
Design a fire and life safety education program, given a comprehensive educational strategy, a target audience, and its characteristics, so that the goals of the given strategy are addressed.
Revise an educational program, given results of an evaluation process and program objectives, so that the program is modified and objectives are achieved.
Develop an evaluation strategy, given educational program goals and objectives and evaluation instrument(s), so that program outcomes are measured.
Design an evaluation instrument, given educational program goals and objectives and an evaluation strategy, so that the evaluation instrument measures the program outcome
Implement an evaluation strategy, given educational program goals and objectives and evaluation instrument(s), so that educational program outcomes are measured.

Content Outline

Planning Instruction
- Instructional Planning Models
  - Variety of Models
  - Purposes of Planning Models
- 5-Step Planning Process for Instructors
  - Identify Training Needs by Questions and Surveys
  - Determine Goals and Objectives
  - Design Training
  - Implement the Program
  - Evaluate All Program Components
- Instructional Model
  - Needs Analysis
  - Program Development and Planning: A Series of Planned Steps to Design a
    - Program Based on Information Found in Needs Analysis
  - Course Objectives
  - Task Analysis: A Process That Identifies Job Tasks
  - Lesson Plan: Contains Information From the Task Analysis on Job Knowledge or Skills
  - Evaluation Instruments
- 5-Step Planning Process for Training Managers
  - Purpose
  - Components/Steps
    - Identify strategic needs
    - Select strategic objectives
    - Design strategic plan
    - Implement strategic objectives
    - Evaluate strategic plan
- Developing a Needs Analysis
  - Information to Gather
  - Methods of Collecting Information
  - Prioritize Group Needs
- Developing a Program Plan
  - Developing Process for Planning Purposes
    - Define behaviors and learning outcomes
    - Determine competencies; list program goals and objectives
    - Determine methods to observe or measure student success
    - Outline instruction/lesson plans
    - Determine instructor needs
    - Develop evaluation instruments
    - Pilot, evaluate, and adjust program implementation
    - Evaluate the program
    - Draft implementation/recommendation plan
    - Promote program
  - Program Plan
    - Form opinion of target population to focus training on needs
    - Set goals
    - Identify resources
    - Determine budget
    - Pilot program costs
    - Course implementation costs
    - Instructor training/orientation costs
    - Conduct pilot program
    - Recommend implementation plan
- Developing Course Objectives
  - Area: Determine Lesson Type Per Needs
  - Audience: Determine From Needs Analysis Who is Being Taught
  - Specific Objective Components
    - Behavior or performance
    - Conditions
    - Degree or criteria
- Developing a Task Analysis
  - Identify the Piece of Work or Job Part to Do
  - Identify Tasks/Create Task List for Doing Job
  - List the Components of Each Job
Lesson Plan Development
- The Lesson Plan
  - Definition
  - Purpose
  - Benefits
- Lesson Plan Components
  - Preparation
  - Presentation
  - Application
  - Testing/evaluation
- Lesson Plan Format
  - Introductory components
  - Instructor information
  - Main body
  - Evaluations
  - Assignments
  - Summary
- Developing a Lesson Plan
  - Select a topic
  - Complete instructor preparation
  - Complete student preparation
  - Develop the presentation
  - Plan for application of ideas and skills
  - Plan for ability testing and progress evaluation
- Creating the Lesson Plan
  - Create or review the learning objectives
  - Review learner characteristics and needs
  - Research lesson topic
  - Construct course content outline
  - Identify instructional resources
  - Select delivery methods and strategies
  - Review and revise content outline
  - Assure all lesson plan sections are complete
  - Submit lesson plan for review/feedback to ensure it meets standards and job requirements.
  - Develop or arrange for audiovisuals and other instructional equipment.
  - Practice the presentation
- Modifying or Adapting a Lesson Plan
  - Review the learning objectives
  - Review learner characteristics and needs
  - Research the topic
  - Identify changes
  - Modify the outline based on research
  - Get feedback on modifications
  - Create or obtain visuals, props, and models
  - Practice presentation and modify as necessary
- Support and Application Components
  - Information sheet
  - Job breakdown sheet
  - Worksheet or activity sheet
  - Study sheet
Presenting the Lesson Plan
- Preparing and Delivering a Lesson Plan
  - The lesson plan
  - Delivering the presentation
- Using Instructional Methods
  - Varying instructional formats
  - Varying teaching techniques
- Critiques
  - Format
  - Criteria
Testing and Evaluation
- Creating Tests
  - Review the steps for creating tests
  - Create sample test items
- Evaluating Tests
  - Evaluation process collects information for decision-making
  - Evaluation purpose
- Evaluating the Program
  - Formative or process evaluation forms
  - Summative evaluation forms
Management and Supervision of Training
- Training Program Design
  - Identify program purpose
  - Consider design factors
    - Organizational and personnel training needs
    - Needs analysis
    - Basic program philosophy
    - Overall organizational strategic goals
    - Program and administrative structure
    - Appropriate training policies and procedures
    - Program evaluation process
    - Resources required to meet goals and objectives
- Education/Training Policies, Records, and Standards
  - Policies
  - Standards
  - Records
- Organizational Educational/Training Needs
  - Determine Education/training needs
  - Select education/training by topics based on needs analysis methods
  - Prioritize education/training
  - Determine resources based on needs and budgets
- Recruiting and Selecting Instructors
  - Determine instructor purpose
  - Determine instructor role and required qualifications
  - Advertise and market instructor position both inside and outside the
  - organization.
  - Select qualified applicants for interviews
  - Provide instructor training as needed
  - Orient new instructors.
- Education/Training Program Scheduling
  - Consider factors that impact supervisors, personnel, and instructors
  - Guidelines to simplifying scheduling tasks
- Education/Training Program/Instructor Evaluations
  - Based on agency goals and objectives which identify what the training
  - Program will achieve.
  - Evaluate instructors by observing performance
  - Develop evaluation form to assess qualities
  - Schedule convenient evaluation time
  - Include participants as evaluation source
  - Hold instructor accountable for improvement
  - Modify training program
- Budget and Resource Management
  - Training manager responsibilities
  - Principles for budget management
  - Budget categories for funding requests
  - Budget development