12/26/2024 3:43:21 PM	FIRE 86A Course Outline as of Fall 2020	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  FIRE 86A	Title:  FIRE SERVICE INST I
Full Title:  Fire Service Instructor I
Last Reviewed:10/14/2019

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	10.00		4 max.	Lecture Scheduled	40.00
Minimum	2.00	Lab Scheduled	0		2 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	10.00			Contact Total	40.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  80.00

Total Student Learning Hours: 120.00

Title 5 Category:  AA Degree Applicable
Grading:  P/NP Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  FIRE 273.1

Catalog Description:

This course provides the skills and knowledge necessary for the entry level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the 2012 edition of National Fire Protection Association (NFPA) 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Fire Service Instructor I certification will be able to teach and deliver instruction from a prepared lesson plan utilizing instructional aids and evaluation instruments. The Fire Service Instructor I will also be able to adapt a lesson plan and complete the reporting requirements to the local jurisdiction. This Company Officer course is one of a series required for Company Officer Certification by California State Fire Training. Upon successful completion, the student will be awarded a certificate from the State Board of Fire Services.

Prerequisites/Corequisites:
Course Completion of FIRE 71 (Completion of basic fire academy or equivalent as determined by the Dean of Public Safety Instruction.)

Recommended Preparation:
Eligibility for ENGL 100 or ESL 100 or equivalent

Limits on Enrollment:
Certified Fire Fighter II through CA State Fire Training

Schedule of Classes Information
Description:

This course provides the skills and knowledge necessary for the entry level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the 2012 edition of National Fire Protection Association (NFPA) 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Fire Service Instructor I certification will be able to teach and deliver instruction from a prepared lesson plan utilizing instructional aids and evaluation instruments. The Fire Service Instructor I will also be able to adapt a lesson plan and complete the reporting requirements to the local jurisdiction. This Company Officer course is one of a series required for Company Officer Certification by California State Fire Training. Upon successful completion, the student will be awarded a certificate from the State Board of Fire Services.

(P/NP Only)
Prerequisites:Course Completion of FIRE 71 (Completion of basic fire academy or equivalent as determined by the Dean of Public Safety Instruction.)
Recommended:Eligibility for ENGL 100 or ESL 100 or equivalent
Limits on Enrollment:Certified Fire Fighter II through CA State Fire Training
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 2020	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1.  Demonstrate the ability to adapt, prepare and deliver lesson plans that meets the needs

    of a specific audience

2.  Demonstrate the ability to administer and record tests and evaluations and provide the

    feedback necessary to improve instructional performance

3.  Demonstrate the ability to obtain and organize a safe and positive learning environment

    and the learning resources necessary to deliver instruction

Objectives:

At the conclusion of this course, the student should be able to:

1.   Identify course objectives, requirements, assignments, activities, evaluation methods

      and participation requirements

2.   Identify the different levels and courses required for certification in the Fire Instructor

      tract and the capstone task book and testing process

3.   Describe the duties of a Fire Service Instructor I

4.   Determine the need to adapt lesson plans for specific cultures and student groups

5.   Demonstrate the ability to adapt lesson plans

6.   Demonstrate the ability to organize a learning environment to address lighting, climate,

      distractions, noise, seating, audiovisual equipment, teaching aids and safety

7.   Demonstrate the ability to present a cognitive and psychomotor lesson plan

8.   Demonstrate the ability to adjust a lesson plan to adapt to changing circumstances in the

      learning environment

9.   Demonstrate the ability to adjust to different learning styles to accomplish lesson

      objectives and maintain a safe and positive learning environment

10. Demonstrate the ability to properly operate audiovisual equipment

11. Demonstrate the ability to smoothly transition the use of audiovisual materials during

      teaching demonstrations

12. Demonstrate the ability to administer oral and written tests in a manner that eliminates

      bias, follows agency procedures and maintains test security

13. Demonstrate the ability to grade written and performance tests accurately and securely

14. Demonstrate the ability to report test results accurately following agency polices

15. Demonstrate the ability to provide feedback to students that is timely, relevant, objective

      and includes suggestions for improvement

16. Demonstrate the ability to evaluate teaching demonstrations and identify their strengths

     and weaknesses

17. Demonstrate the ability to assemble the resources and equipment necessary to deliver a

      lesson

18. Describe an agency's procedures for requesting resources necessary to meet training

      goals

19. Describe an agency's procedures for scheduling instructional sessions

20. Describe an agency's policies for completing and reporting training records

Topics and Scope

I. Orientation and Administration

    A. Review of facilities

    B. Review of classroom requirements

    C. Review of syllabus, participation, assignments and evaluation methods

II. Fire Service Instructor Certification Track Course Requirements

    A. Level I requirements

    B. Level II requirements

    C. Level III requirements

    D. The capstone task book process

    E. The capstone testing process

III. Duties of a Fire Service Instructor I

     A. Program management and the basic resources, records and reports essential to the

         instructional process

    B. Instructional development

         1. Reviewing and adapting prepared instructional materials

         2. Maintaining lesson plan content and objectives

    C. Delivering instructional sessions using prepared materials

    D. Evaluation and testing

         1. Administration and grading of student evaluation instruments

         2. Impact of local policies and procedures on the evaluation process

IV. Determining Needed Adaptions

    A. Recognizing student characteristics, needs and cultural diversity

         1. Specifically Designed Academic Instruction in English (SDAIE)

         2. Visual, Oral Reading-Writing or Kinesthetic (VORK) styles

         3. Student exceptionalities

         4. Members of the public

    B. Methods of instruction

    C. Types of resource materials

    D. Aspects of an organized learning environment

    E. Policies and procedures used to adapt instruction of the learning environment

    F. Analyzing available resources, facilities and materials

V. Adapting Lesson Plans

    A. Components of a lesson plan

    B. Instructional aids and methods used to support lesson plans

    C. Aspects of an organized learning environment

    D. Instructor preparation, organizational skills and awareness

         1. The learning environment

         2. Capability of the facilities

         3. Available equipment

         4. Target audience

VI. Organizing the Learning Environment

    A. Classroom management and current safety practices

         1. Compliance with Injury Illness Prevention Programs (IIPP)

         2. California Health and Safety Code Division 12

         3. Cal/Occupational Safety and Health Administration (OSHA)

         4. NFPA Standards

              a. 1403, Standard for Live Fire Training Evolutions

              b. 1584, Standard on the Rehabilitation process During Training Exercises

              c. 1983, Standard on Life Safety Rope and Equipment for Emergency Services

         5. Existing NFPA professional qualifications

         6. Psychomotor lesson considerations

              a. Protective equipment

              b. Modeling good safety practices

              c. Guided practice

              d. Additional instructors to ensure safety

         7. Techniques to maximize student application times

         8. Procedures for the use of personal electronic devices

    B. Advantages and limitations of audiovisual equipment and teaching aids

    C. Classroom arrangement that fits the lesson, learning environment and student needs

    D. Methods of instruction that fits the lesson, learning environment and student needs

    E. Instructional media that fits the lesson, learning environment and student needs

VII. Presenting Lessons

    A. Laws and principles of learning

    B. Methods and techniques of instruction

    C. Lesson plan components

    D. Elements of the communication process

    E. Lesson plan terminology

    F. Impact of cultural differences on instructional delivery

    G. Safety rules, regulations and practices

    H. Training hazards

    I. Elements, benefits and limitations of distance learning

    J. Distance learning delivery methods

         1. Online learning

         2. Blended e-learning

         3. Web-based instruction

         4. Computer-based training

         5. Interactive television

         6. Podcasts

    K. The instructor's role in learning

    L. Oral and nonverbal communication techniques for classroom and distance learning

         presentation

    M. Using methods and techniques of instruction

    N. Using lesson plans in an instructional setting

VIII. Adjusting Presentations for Changing Situations - Methods of Dealing with Changing

       Circumstances in the Learning Environment

    A. Equipment failure

    B. Weather

    C. Audio and visual distractions

    D. Safety

    E. Limited resources

    F. Presentation location

IX. Maintaining a Safe and Positive Learning Environment - Motivation and Coaching

    Techniques

    A. Factors that influence the learning process

         1. Attitude

         2. Experience

         3. Knowledge

         4. Education

         5. Personality

         6. Physical condition

         7. Unsafe behavior

         8. Motivation

         9. Competing demands for time

    B. Learning styles

    C. Learning disabilities and methods for meeting student needs

    D. Methods of dealing with disruptive students and unsafe behavior

         1. Harassment

         2. Abuse

         3. Discrimination

         4. Disruption of training

         5. Horseplay

         6. Lack of respect for others

    E. Using basic coaching and motivational techniques

    F. Corrective techniques to manage disruptive behavior

    G. Adapting lesson plans or materials to specific instructional situations

X. Operating Instructional Audiovisual Equipment

    A. Components of audiovisual equipment

    B. Using audiovisual equipment to support the learning process

    C. Cleaning and maintaining audiovisual equipment

XI. Utilizing Audiovisual Materials

    A. Media types and the benefits and limitations of each

    B. Criteria to use when selecting media

    C. Transition techniques when using different media

XII. Administering and Conducting Tests

    A. Test administration procedures

    B. Agency testing policies

    C. Laws and policies pertaining to discrimination during training and testing

    D. Methods for eliminating testing bias

    E. Laws affecting records and disclosure of training and testing information

    F. Purposes of evaluation and testing

    G. Performance skills evaluation principles

    H. use of skills checklists

    I. Oral questioning techniques for testing

XIII. Grading and Securing Student Examinations

    A. Grading methods

    B. Methods for eliminating bias during grading

    C. Methods for maintaining exam security and confidentiality of scores

XIV. Reporting Test Results

    A. Reporting procedures

    B. Interpreting test results - determining number who passed and failed

    C. Communication techniques for submitting test results - communication with agencies that

         collect test results

    D. Providing feedback to the organization regarding test results

XV. Providing Feedback Evaluation to Students

    A. Reporting procedures

    B. Interpreting test results - areas requiring additional study or remediation

    C. Communication skills for providing student feedback

    D. Coaching techniques - documenting remediation and coaching discussions

XVI. Evaluating Student Instructor Lesson Demonstrations

    A. Observing teaching demonstrations

    B. Documenting strengths and weaknesses of student instructor performance

    C. Facilitating reviews and discussions of teaching demonstrations

         1. Instructor style

         2. Flow of presentation

         3. Matching the teaching style to the audience learning styles

XVII. Assembling Course Materials

    A. Components of a lesson plan

    B. Department policies and procedures for the procurement of materials and equipment

    C. Availability of resources based on student need and number

XVIII. Preparing Resource Requests

    A. Resource management for instructional materials

    B. Sources of instructional materials and equipment

    C. Effective oral and written communication techniques for requesting instructional

         materials

    D. Completing resource request forms

XIX. Scheduling Instructional Sessions

    A. Departmental scheduling procedures

    B. Resource management for scheduling instruction

    C. Scheduling instruction sessions

XX. Completing and Submitting Training Records

    A. Types of required records and reports

    B. Policies and procedures for processing records and reports

         1. Agency timelines

         2. NFPA Standard 901, Classifications for Incident Reporting and Fire Protection

              Data

         3. Cal-OSHA Title 8 Chapter 3.2 Reporting Work Connected Fatalities and Serious

              Injuries

         4. Ethical and legal implications of incomplete or falsified records

    C. Writing training reports and completing training records

Assignments:

1. Pre-course reading and writing assignments

2. Reading and writing assignments between class sessions (3 - 4)

3. Quizzes (2 - 4)

4. Summative exam

5. Adapt lesson plans (1 - 3)

6. Prepare tests (1 - 3)

7. Prepare and submit resource request

8. Conduct teaching demonstrations (1 - 3)

9. Evaluate teaching demonstrations (1 - 3)

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 5 - 20%
Pre-course writing assignments, lesson plan(s), test(s), demonstration evaluation(s), resource requests
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 5 - 15%
Teaching demonstration(s)
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 5 - 15%
Teaching demonstration(s) and evaluations
Exams: All forms of formal testing, other than skill performance exams.		Exams 60 - 75%
Quizzes and summative exam
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 15%
Pre-course reading assignments, reading and writing assignments

Representative Textbooks and Materials:

Fire and Emergency Services Instructor. 9th ed. International Fire Service Training Association (IFSTA). 2019

Fire Service Instructor: Principles and Practice. 2nd ed. Reeder, Forest and Joos, Alan. Jones and Bartlett. 2014 (classic)

Print PDF