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At the conclusion of this course, the student should be able to:
1. Identify course objectives, requirements, assignments, activities, evaluation methods
facilities and participation requirements
2. Identify the different levels and courses required for certification in the Fire Instructor III
track, the capstone task book and testing process
3. Identify the duties of a Fire Service Instructor III
4. Conduct an agency needs analysis that identifies instructional needs and recommends
solutions
5. Design a performance-based training program that includes job related knowledge and
Skills, meets time and budget constraints and supports agency goals
6. Demonstrate the ability to modify existing curriculum to meet agency requirements and
achieve the desired learning objectives
7. Demonstrate the ability to write clear, concise and measurable program and course goals
that correlate with those of the agency
8. Demonstrate the ability to write clear, concise and measurable course objectives that
reflect specific tasks
9. Demonstrate the ability to construct a course outline that supports an agency's structure
and reflects current acceptable practices
10. Create a program and course evaluation plan that evaluates curriculum, instructors,
course components, facilities, policies and utilizes student input.
11. Demonstrate the ability to construct a performance-based instructor plan that evaluates
the instructor at regular intervals
12. Demonstrate the ability to analyze student test instruments to determine their validity and
make changes as needed
13. Demonstrate the ability to develop a system for the acquisition, storage and dissemination
of test results consistent with agency policies, applicable laws which provides feedback to
stakeholders
14. Demonstrate the ability to administer an accessible training record system that captures
concise information and meets all agency and legal requirements
15. Demonstrate the ability to develop recommendations for training program policies that
meet training and agency goals
16. Demonstrate the ability to select instructional staff who can achieve agency and
instructional goals
17. Demonstrate the ability to write equipment-purchasing specifications that support
curriculum needs
18. Demonstrate the ability to present unbiased evaluation findings and recommendations
that support agency goals, policies and procedures
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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 III Certification Track Course Requirements
A. Course requirements
B. Task Book process
C. Certification testing process
III. Duties of an Instructor III
A. Administration of instructional resources, staff, facilities and records
B. Planning, developing and implementing training programs and curricula
C. Developing evaluation plans, collecting, analyzing and utilizing data to validate program
and obtain student feedback
D. Facilitating meetings
IV. Instructional Needs Analysis
A. Instructor's role in conducting an agency-level needs analysis
B. Functions and components of a needs analysis
C. Methods and processes for performing a needs analysis
D. Job Performance Requirements (JPR's)
E. Task analysis
F. Curriculum development
1. Lesson plans
2. Characteristics of adult learners
3. Instructional media
4. Instructional methods
5. Evaluation instruments
G. Types of research
1. Job observation
2. Compliance and regulation
3. Skill/knowledge development and improvement
H. Needs and task analysis
I. Committee meetings
J. Organizing information
K. Interpreting data
V. Designing Training Programs and Curriculum
A. Instructional design for performance-based training programs
B. Curriculum development process
C. Adult learning principles
D. Principles of performance-based education and research
E. Fire service terminology
F. Technical documents
G. Course reference materials
VI. Modifying Existing Curriculum
A. Purpose for modifying existing curriculum
B. Planning revision steps
C. Implementing modified curriculum
D. Technical documents
E. Course reference materials
VII. Program and Course Goals
A. Components and characteristics of course goals
B. Writing program and course goals
C. Correlation of JPR's to program and course goals
D. Program and course goal statements
VIII. Writing Course Objectives
A. Components and characteristics of course objectives
B. Writing course objectives
C. Correlation between JPR's and course objectives
IX. Constructing Course Outlines
A. Curriculum development models
B. Components and organization of a course content outline
C. Course outline correlation with
1. Course goals
2. Objectives
3. JPR's
4. Instructor lesson plans
5. Instructor methods
X. Program and Course Evaluation Plans
A. Purpose of evaluation plans
B. Types and categories of evaluation plans
C. Components of a program evaluation plan
D. Components of a course evaluation plan
E. Evaluation techniques and methods
F. Agency resources and constraints
G. Use of evaluation instruments to meet agency goals
XI. Performance Based Instructor Evaluation Plans
A. Elements of an instructor evaluation
1. Staff schedules
2. Job requirements
3. Agency policies and procedures
B. Methods for developing performance based instructor evaluation plans
C. Instructor evaluation techniques
XII. Analyzing Student Test Instruments
A. Processes used to evaluate and revise test instruments
B. Test validity
C. Test reliability
D. Item analysis
E. Item analysis techniques
XIII. Acquisition, Storage and Dissemination of Test Results
A. Agency policies for acquiring training resources
B. Purchasing procedures
C. Training resource budget management principles
D. Completing required agency forms
XIV. Administering Training Record Systems
A. Purpose, types and functions of training record systems
B. Professional standards and their influence on training records
C. Legal requirements affecting record keeping and retention
D. Information disclosure
E. Developing forms for training record systems
F. Generating reports
XV. Developing Training Program Policy Recommendations
A. Developing policies to achieve training and agency goals
B. Formats for submitting policy recommendations
C. Writing technical documents
XVI. Selecting Instructional Staff
A. Staff selection and instructional responsibilities
1. Instructional requirements
2. Selection criteria and methods
3. Recruitment
4. Hiring practices
5. Interviewing
6. Capabilities of instructional staff
B. Correlating staff selection with agency goals and succession planning
C. Agreements and insurance for contract instructors
D. Staff selection evaluation techniques
XVII. Equipment Purchasing
A. Assessing curriculum needs
B. Evaluating agency equipment and available resources for training delivery
C. Equipment purchasing procedures
D. Evaluation methods to select the most effective equipment
E. Preparing procurement forms
XVIII. Presenting Evaluation Findings, Conclusions and Recommendations
A. Statistical evaluation procedures
B. Steps to be taken after reviewing evaluations
C. Validating findings, conclusions and recommendations with agency goals and procedures
D. Program evaluation presentations
E. Presentation skills
F. Preparing reports
All topics are covered in the lecture and lab portions of the course.