FRP 278 NFPA Fire Instructor 2

Lecture Hours: 3
Credits: 3

Provides training to instructor candidates from multi-discipline activities found within Public Safety (fire, law enforcement, wildland, emergency medical services, etc.). Uses 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. This course meets the competency standards established by the National Fire Protection Association (NFPA) 1041 Standard for Fire Service Instructor Professional Qualifications, Instructor II.

Student Learning Outcomes:

Schedule instructional sessions, given department scheduling policy, instructional resources, staff facilities and timeline for delivery, so that the specified sessions are delivered according to department policy. (3-2.2)
Formulate budget needs, given training goals, agency budget policy, and current resources, so that the resources required to meet training goals are identified and documented. (3-2.3)
Acquire training resources, given an identified need, so that the resources are obtained within established timelines, budget constraints, and according to agency policy. (3-2.4)
Coordinate training record-keeping, given training forms, department policy, and training activity, so that all agency and legal requirements are met. (3-2.5)
Evaluate instructors, given an evaluation form, department policy, and job performance requirements, so that the evaluation identifies areas of strengths and weaknesses, recommends changes in instructional style and communication methods, and provides opportunity for instructor feedback to the evaluator. (3-2.6)
Create a lesson plan, given a topic, audience characteristics, and a standard lesson plan format, so that the job performance requirements for the topic are achieved, and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan. (3-3.2)
Modify an existing lesson plan, given a topic, audience characteristics, and a lesson plan, so that job performance requirements for the topic are achieved, and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan. (3-3.3)
Conduct a class using a lesson plan that the instructor has prepared and that involves the utilization of multiple teaching methods and techniques, given a topic and a target audience, so that the lesson objectives are achieved. (3-4.2)
Supervise other instructors and students during high hazard training, given a training scenario with increased hazard exposure, so that applicable safety standards and practices are followed, and instructional goals are met. (3-4.3*)
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. (3-5.2)
Develop a class evaluation instrument, given agency policy and evaluation goals, so that students have the ability to provide feedback to the instructor or instructional methods, communication techniques, learning environment, course content, and student materials. (3-5.3)
Analyze student evaluation instruments, given test data, objectives and agency policies, so that validity is determined and necessary changes are accomplished. (3-5.4)

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
- Training Policies, Records, and Standards
  - Policies
  - Standards
  - Records
- Organizational Training Needs
  - Determine training needs
  - Select training by topics based on needs analysis methods
  - Prioritize 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.
- Training Program Scheduling
  - Consider factors that impact supervisors, personnel, and instructors
  - Guidelines to simplifying scheduling tasks
- 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