CDC 10411W Fire Service Instructor I Performance …totalforcevlc.golearnportal.org/Fire_Instructor_I/CDC_10411W_Fire...CDC 10411W . Fire Service Instructor I . Performance Test Supplement

CDC 10411W Fire Service Instructor I Performance Test Supplement

Extension Course Program (A4L)

Air University Air Education and Training Command

Acknowledgement Preparation of this supplement was aided through the cooperation and courtesy of the International Fire Service Training Association (IFSTA). IFSTA furnished technical materials utilized to develop this training product. Permission to use the information from IFSTA is gratefully acknowledged. In accordance with the copyright agreement, distribution of this supplement is limited to U.S. Government personnel.

ii Fire Service Instructor I Performance Test Supplement

Table of Contents

General Guidance .......................................................................................................................... iv

Evaluator Orientation .................................................................................................................... v

Grading Information ..................................................................................................................... vi Performance Test Summary Sheet ............................................................................................... 1

Skills Test #1 Program Management ............................................................................................ 3

NFPA Standard 1041, Chapter 4, paragraphs 4.2.2, 4.2.3, 4.2.4, 4.2.5 ____________________________________ 3 Task Specific Instructions and Information _______________________________________________ 3 Skills Test #1 Checklist ______________________________________________________________ 4

Skills Test #2 Instructional Development ..................................................................................... 7

NFPA Standard 1041, Chapter 4, paragraphs 4.3.2, 4.3.3 ______________________________________________ 7 Task Specific Instructions and Information _______________________________________________ 7 Skills Test #2 Checklist ______________________________________________________________ 8

Skills Test #3 Instructional Delivery ............................................................................................. 9

NFPA Standard 1041, Chapter 4, paragraphs 4.4.2, 4.4.3, 4.4.4, 4.4.5, 4.4.6, 4.4.7 __________________________ 9 Task Specific Instructions and Information _______________________________________________ 9 Skills Test #3 Checklist _____________________________________________________________ 10

Skills Test #4 Evaluation and Testing......................................................................................... 15

NFPA Standard 1041, Chapter 4, paragraphs 4.5.2, 4.5.3, 4.5.4, 4.5.5 ___________________________________ 15 Task Specific Instructions and Information ______________________________________________ 15 Skills Test #4 Checklist _____________________________________________________________ 16

Instructor Evaluation Document ................................................................................................ 19

Performance Test Record Fire Instructor I ............................................................................... 21

Fire Service Instructor I Performance Test Supplement iii

Performance Test Information

General Guidance This performance test supplement is based on the 2012 Edition of NFPA 1041; Standard for Fire Service Instructor Professional Qualifications and provides the detailed performance test checklist items required for candidate testing. Performance tests shall not be conducted until the candidate has successfully completed the academic portion of the course by passing the End of Course final exam at an Air University approved test control facility (TCF). However, it is strongly encouraged that this supplement and the checklist it contains be used during the normal course of study. Candidates may practice the performance tests at any time during study and up until testing is conducted. Practice is highly encouraged.

There is no prerequisite for obtaining DOD certification to Fire Service Instructor I.

Evaluators must be DoD, IFSAC or Pro Board certified at Fire Instructor II level.

This particular course uses several skills test. Within each skills test there are one or more tasks meeting the test objectives (NFPA line items). A “Task Summary” precedes each skills test checklist identifying all of the evaluated tasks associated with the test. This sheet lists the NFPA line items evaluated, the setting and tools/equipment needed for the listed tasks, and any evaluator guidance necessary for the task(s). Evaluators should review the checklist paying specific attention to any “Evaluator Guidance”.

Scenarios developed should be as realistic and complete as possible. A minimum of two scenarios must be developed for each performance test requiring one. This allows for the candidate to retest in case of first time failure. Additionally, scenarios should be changed periodically to dissuade future candidates from gaining an unfair advantage or allowing for test compromise.

Remember, official performance test notifications must be made at least ten (10) days prior to the actual performance test or the candidate’s performance test results will not be accepted by the DoD Administrative Center. Your performance test notifications must be made using the following web site. http://www.dodffcert.com/performance/notify.cfm. For specific program guidance see DoD Manual 6055.06, DoD Fire and Emergency Services Certification Program.

iv Fire Service Instructor I Performance Test Supplement

http://www.dodffcert.com/performance/notify.cfm


Evaluator Orientation

You should read and understand the following orientation information before entering the specific skill station you will be evaluating. If there is any information within this orientation that you do not understand, you should contact the examination coordinator for clarification. We would like to thank you for donating your valuable time to assist with the evaluation of candidates in the practical examination. Your role as a skill station evaluator is critically important. You are to serve as an observer and recorder of the candidate's actions based on the criteria listed on the score sheet. There are a number of ways to successfully perform a skill. You should always remember that the way you were taught to perform a skill is not the only correct way to perform the skill. The ultimate criterion for successful completion of a skill is: "Was the final outcome met for the parameters set?"

This is a formal examination and not a teaching situation. We discourage excessive dialogue between the evaluator and the candidate. Peripheral or "nice to know" areas should not be discussed. Situations or questions that require you to demonstrate a procedure should be avoided. You should not ask leading questions. Do not condemn or condone a candidate's actions by expression, gesture, tone of voice, or attitude. Often, candidates interpret a word or action delivered in jest as being indicative of pass or fail, a value judgment, or a non-caring attitude. Pay special attention to verbal and non-verbal language.

The reason you were asked to be an evaluator for this station is that your expertise adds to the credibility of the examination and gives you the knowledge to ask the candidates related questions to substantiate or define an action. If qualifying questions are necessary, they should be asked at the end of the station. At no time should you discuss any phase of the candidate's performance with the candidate.

Candidates are allowed to perform each skill once. If they appear overly nervous when first starting the exam, you may stop them and allow them to collect themselves before starting again. However, once a candidate initiates a course of action the candidate must be evaluated on the merits of that singular performance, as would happen in the field. You must provide qualifying information in the comments section of the score sheet for any performance that is identified as a mandatory failure item.

Visitors are not allowed in the testing area while testing is being conducted. The examination coordinator may be in the testing area if they are not obstructive to the testing.

You must document in the comments section the reason you marked a mandatory failure item. Additional comments are welcome, but remember to be specific. Instead of writing "He did a poor job", write exactly what the candidate did right or wrong. At no time should you discuss the performance with the candidate. You should never condemn or condone the candidate's actions by verbal or nonverbal means.

If the candidate reaches the time limit indicated on the score sheet before completing the procedure, you must stop the candidate and direct him/her to return to the staging area and wait for instructions to report to the next station. All tasks not completed should be scored a zero in the "points awarded" column.

Be very aware of the importance of consistency in giving instructions, setting up scenarios, and making and recording observations. Every effort should be made to ensure that all details of the examination scenario are identical for each candidate. Be aware of your own fatigue and if necessary take a break after notifying the examination coordinator.

You should have received individual written instructions concerning the specific skill and/or skill station you will be evaluating. If you do not understand any part of these instructions, do not start the evaluation process. Contact the examination coordinator for clarification.

It is important also to understand the grading process used during the evaluation. Additional information on grading the skills test is provided on the next page.

Fire Service Instructor I Performance Test Supplement v


Grading Information The following grading criteria will be used to evaluate and determine the pass/fail status of a candidate.

Each of the performance test checklists contains an attainment standard. In this particular course the attainment standards are set at approximately 80% using an “X out of X” format while also containing a time limit. For example, an attainment standard may read, “Successful completion of at least 15 out of 18 items within 90 minutes.”

If for some reason a particular element/step or standard cannot be completed and the candidate’s installation cannot simulate or create the item, then the evaluator may mark the item “Not Applicable” (N/A). The evaluator must then re-adjust the score by multiplying the remaining checklist items by .80 to determine the number correct required. For example, a performance test requires that 12 out of 15 items be successfully completed and 2 of the 15 items are marked N/A then the evaluator must multiply the remaining 13 items by .80 (13 x .80 = 10.4 or 11). The new required minimum passing score is now 11 out 13 items.

There are a total of 4 skills performance tests encompassing 12 separate tasks, plus an additional checklist to be utilized during a final evaluation of the candidate teaching a course (“Final Instructor Evaluation Document). Candidates must successfully complete and pass 10 of the 12 tasks with no more than one (1) task failure within any skills performance test and teach a course utilizing the “Final Instructor Evaluation Document”.

--AND--

Where the Standard/Element/Step on the Skills Test checklist is given a rating, the following criteria will be also be used to determine the pass/fail status of a candidate.

Critical (C) - Should a firefighter fail to perform any one item rated as Critical (C), the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

Major (M) - Should a firefighter fail to perform any three items rated as Major (M), the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

General - This rating although there is not symbol, has been given to all remaining items that in combination are relevant to the successful completion of the evolution. Should a firefighter fail to perform any four items rated as General, the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

Should a firefighter fail to perform any combination of Major or General rated items resulting in a sum total of four, the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

vi Fire Service Instructor I Performance Test Supplement

Competency Overview

Performance Test Summary Sheet Skills Test #1 – Program Management

Task #1. Assemble course materials, so that the lesson plan and all materials, resources, and equipment needed to deliver the lesson are obtained. (NFPA 1041, 4.2.2)

Task #2. Prepare requests for resources, so that the resources required to meet training goals are identified and documented. (NFPA 1041, 4.2.3)

Task #3. Schedule single instructional sessions, so that the specified sessions are delivered according to department procedures. (NFPA 1041, 4.2.4)

Task #4. Complete training records and report forms, so that required reports are accurate and submitted in accordance with the procedures. (NFPA 1041, 4.2.5)

Skills Test #2 – Instructional Development

Task #5. Review instructional materials, so that elements of the lesson plan, learning environment, and resources that need adaptation are identified. (NFPA 1041, 4.3.2)

Task #6. Adapt a prepared lesson plan, so that the needs of the student and the objectives of the lesson plan are achieved. (NFPA 1041, 4.3.3)

Skills Test #3 – Instructional Delivery

Task #7. Organize the classroom, laboratory, or outdoor learning environment, so that lighting, distractions, climate control or weather, noise control, seating audiovisual equipment, teaching aids, and safety are considered. (NFPA 1041, 4.4.2)

Task #8. Conduct a class based on the preparation in task #7 above. (NFPA 1041, 4.4.3, 4.4.4, 4.4.5, 4.4.5, 4.4.6, 4.4.7)

Skills Test #4 – Evaluation and Testing

Task #9. Administer oral, written, and performance tests, so that bias or discrimination is eliminated, the testing is conducted according to procedures and the security of the materials is maintained. (NFPA 1041, 4.5.2)

Task #10. Grade student oral, written, or performance tests, so the examinations are accurately graded and properly secured. (NFPA 1041, 4.5.3)

Task #11. Report test results, so that the results are accurately recorded, the forms are forwarded according to procedure, and unusual circumstances are reported. (NFPA 1041, 4.5.4)

Task #12. Provide evaluation feedback to students, 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. (NFPA 1041, 4.5.5)

Final Instructor Evaluation Document

Fire Service Instructor I Performance Test Supplement 1

Fire Service Instructor I Competencies

Skills Test #1 Program Management NFPA Standard 1041, Chapter 4, paragraphs 4.2.2, 4.2.3, 4.2.4, 4.2.5 Task Specific Instructions and Information

Tasks:

Task #1. Assemble course materials, so that the lesson plan and all materials, resources, and equipment needed to deliver the lesson are obtained. (4.2.2)

Task #2. Prepare requests for resources, so that the resources required to meet training goals are identified and documented. (4.2.3)

Task #3. Schedule single instructional sessions, so that the specified sessions are delivered according to department procedure. (4.2.4)

Task #4. Complete training records and report forms, so that required reports are accurate and submitted in accordance with the procedures. (4.2.5)

Setting:

Fire Department Classroom or equivalent.

Tools/ Equipment:

Paper, writing instruments or computer, applicable reference material, fire department’s SOP/SOG’s and appropriate forms.

Attainment Standard:

Task #1. Successfully complete 5 of 6 steps within 90 minutes. Task #2. Successfully complete 4 of 5 steps within 2 hours. Task #3. Successfully complete all steps within 90 minutes. Task #4. Successfully complete 7 of 8 steps within 2 hours.

Evaluator’s Guidance:

Task #1. Provide candidate with a specific topic of instruction.

Task #2. Provide candidate with a training goal and current resources to meet that specific goal.

Task #3. Provide candidate with a training assignment, instructional materials, classroom/facility and timeline for delivery.

Task #4. Provide candidate with local policies, procedures, and forms for training reports.



Skills Test #1 Checklist PERFORMANCE TASK STANDARDS / ELEMENTS / STEPS YES NO

1. Assemble course materials, so that the lesson plan and all materials, resources, and equipment needed to deliver the lesson are obtained. (4.2.2)

1. In accordance with the NFPA 1041, the candidate:

a. Ensured lesson plan is current

b. Ensured classroom is neat and orderly

c. Arrange seating to facilitate learning

d. Ensured lighting is sufficient for class

e. Obtained applicable training

materials/aids, and equipment.

f. Distributed necessary materials

g. Completed 5 of 6 steps within 90 minutes

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

2. Prepare requests for resources, so that the resources required to meet training goals are identified and documented. (4.2.3)


a. Identified complete list of resources

necessary to meet training objectives i) Identified current training materials

and resources available ii) Identified additional training

material resources required

b. Prepared proper documents for required additional needs

c. Submitted requests to AHJ

d. Completed 4 of 5 steps within 2 hours

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

3. Schedule single instructional sessions, so that the specified sessions are delivered according to department procedures. (4.2.4)


a. Selected course to instruct

b. Confirmed instructional resources and

facilities are available for specific course

_____

_____

_____

_____

4 Fire Service Instructor I Performance Test Supplement



3. Continued

c. Applied local SOP’s/SOG’s pertaining to

local scheduling procedures

d. Confirmed scheduled training complete

e. Completed all steps within 90 minutes

_____

_____

_____

_____

_____

_____

4. Complete training records and report forms, so that required reports are accurate and submitted in accordance with the procedures. (4.2.5)


a. Documented course/class title

b. Documented dates and hours of training session

c. Documented name(s) of instructors teaching course/class

d. Listed the location of training

e. Documented equipment and training aids used

f. Provided the training objective

g. Provided a description of training conducted

h. Annotated the name(s) of personnel attending training and ensured they provided a signature

i. Completed 7 of 8 steps within 2 hours

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____



Skills Test #2 Instructional Development NFPA Standard 1041, Chapter 4, paragraphs 4.3.2, 4.3.3 Task Specific Instructions and Information

Tasks:

Task #5. Review instructional materials, so that elements of the lesson plan, learning environment, and resources that need adaptation are identified. (4.3.2)

Task #6. Adapt a prepared lesson plan, so that the needs of the student and the objectives of the lesson plan are achieved. (4.3.3)

Setting:


Tools/ Equipment:

Paper, writing instruments or computer, applicable reference material, training materials, fire department’s SOP/SOG’s and appropriate forms.


Task #5. Successfully complete 8 of 10 steps within 2 hours. Task #6. Successfully complete 4 of 5 steps within 1 hour.


Task #5. Provide candidate with a prepared training plan/lesson plan for a specific course/topic, a target audience, and a classroom or equivalent. Task #6. Provide candidate with a prepared training plan/lesson plan (that requires some change/adaptation) and materials, for a specific course/topic, and a classroom or equivalent.




5. Review instructional materials, so that elements of the lesson plan, learning environment, and resources that need adaptation are identified. (4.3.2)

5. In accordance with NFPA 1041 and , the candidate:

a. Selected a course topic to instruct

b. Reviewed current lesson plans for

course-(checked for currency/relevance)

c. Assessed classroom

i. Environment/facilities ii. Seating

iii. Lighting iv. Location

d. Assessed training materials and

equipment

e. Identified any required fixes/updates/changes to

i. Lesson plans ii. Learning environment

iii. Resources necessary

f. Completed 8 of 10 steps in 2 hours

_____

_____

_____ _____ _____ _____

_____

_____ _____ _____

_____

_____

_____

_____ _____ _____ _____

_____

_____ _____ _____

_____

6. Adapt a prepared lesson plan, so

that the needs of the student and the objectives of the lesson plan are achieved. (4.3.3)


a. Selected course of instruction/assignment

b. Reviewed course lesson plan

c. Evaluated needs of students

d. Made necessary adaptations to lesson

plan

e. Confirmed course objectives meet needs of target audience

f. Completed 4 of 5 steps in 1 hour

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____



Skills Test #3 Instructional Delivery NFPA Standard 1041, Chapter 4, paragraphs 4.4.2, 4.4.3, 4.4.4, 4.4.5, 4.4.6, 4.4.7 Task Specific Instructions and Information

Tasks:

Task #7. Organize the classroom, laboratory, or outdoor learning environment, so that lighting, distractions, climate control or weather, noise control, seating audiovisual equipment, teaching aids, and safety are considered. (4.4.2)

Task #8. Conduct a class. (4.4.3), (4.4.4), (4.4.5), (4.4.5), (4.4.6), (4.4.7)

Setting:


Tools/ Equipment:

Paper, writing instruments or computer, applicable reference material, fire department’s SOP/SOG’s and appropriate forms.


Task #7. Successfully complete 5 of 6 steps within 2 hours. Task #8. Successfully complete 36 of 45 steps in scheduled class time and score an overall satisfactory rating on Instructor Evaluation Document.


Task #7. Provide candidate with a specific topic of instruction and a location for the course to be held. Task #8. Provide candidate with a prepared course lesson plan, a classroom environment, a specified presentation method, changing classroom circumstances, and required audiovisual equipment.




7. Organize the classroom, laboratory, or outdoor learning environment, so that lighting, distractions, climate control or weather, noise control, seating, audiovisual equipment, teaching aids, and safety are considered. (4.4.2)


a. Ensured classroom is neat and orderly

b. Arranged seating to facilitate learning/alleviate possible distractions

c. Ensured lighting is sufficient for class

d. Ensured training materials/audiovisual equipment/aids are prepared (ops checked)

e. Stressed classroom safety to faculty/students

f. Ensured room/laboratory/outdoor learning environment were in controlled environment (temperature) or weather was acceptable for outdoor class

g. Completed 5 of 6 steps within 2 hours

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

8. Conduct a class. (4.4.3), (4.4.4), (4.4.5), (4.4.5), (4.4.6), (4.4.7)

8. In accordance with the NFPA 1041and IFSTA Fire and Emergency Services Instructor, the candidate:

a. Present lesson i. Utilized a lesson plan

ii. Applied aspects of safety considering specific presentation method and training materials

b. Properly used gestures and movements i. Avoided distracting mannerisms

ii. Used gestures to emphasize key points iii. Used facial expressions to convey

ideas and provide feedback to students iv. Performed good eye contact v. Stood straight with legs slight apart

vi. Moved around room vii. Demonstrated active listening

viii. Utilized hand gestures appropriately

_____ _____

_____ _____ _____

_____ _____ _____ _____ _____

_____ _____

_____ _____ _____

_____ _____ _____ _____ _____




8. Continued c. Utilized correct enunciation and

grammar

i. Pronounced words correctly and distinctly; used easily understood words

ii. Pronounced and spelled difficult or technical words

iii. Avoided repetitive words or phrases

d. Voice quality, volume, and variation i. Used volume appropriate for the size

of the room and the number of people in the group

ii. Ensured everyone could hear iii. Did not irritate audience with a voice

that was too loud iv. Sought student feedback concerning

volume v. Assumed a pace quick enough to

maintain student interest but slow enough that students did not miss information

vi. Presented important material at a slower pace

vii. Paused before or after an important word or idea is presented

viii. Relaxed throat to create a lower voice ix. Emphasized important words or ideas

with a slightly higher pitch x. Used pitch variety in voice, avoided

being monotone

e. Adjusted presentation

i. Provided lesson based on current plan/materials

ii. Adapted to changing circumstances iii. Maintained control of the class iv. Set proper example for bearing,

behavior, and professionalism v. Ensured learning outcomes still

achieved

_____

_____

_____

_____

_____ _____

_____

_____

_____

_____

_____ _____

_____

_____

_____ _____ _____

_____

_____

_____

_____

_____

_____ _____

_____

_____

_____

_____

_____ _____

_____

_____

_____ _____ _____

_____




8. Continued f. Adjust to differences in learning styles, abilities, cultures, and behaviors

i. Considered different learning styles

and adjusted teaching style to meet needs of audience

ii. Varied instruction using reading materials, videos, demonstrations, one on one instruction

g. Positively motivated students

i. Ensured course material was relevant

ii. Set realistic and obtainable goals for students

iii. Demonstrated enthusiasm iv. Provided motivators

h. Prepared for possible students with

learning disabilities i. Informed students that if they have a

learning disability they should contact instructor privately

ii. Made any necessary accommodations for student (as necessary)

iii. Tutored iv. Individualized instruction v. Allowed more time for

tests/evaluations vi. Assigned students to assist those that

need assistance

i. Prepared and dealt with any disruptive or unsafe behavior i. Kept disruptive students busy by

keeping them active within the lesson (asking them questions, etc)

ii. Took disciplinary action required to keep control of classroom (dismiss student, report to supervisor)

_____

_____

_____ _____

_____ _____

_____

_____

_____ _____ _____

_____

_____

_____

_____

_____

_____ _____

_____ _____

_____

_____

_____ _____ _____

_____

_____

_____




8. Continued

j. Operate audiovisual equipment and demonstration devices: i. Ensured proper operation before class

ii. Ensured graphics/display work iii. Utilized audiovisual and

demonstration devices during class iv. Smoothly transitioned between

different media devices v. Properly cleaned and maintained

audiovisual equipment after use (as necessary)

k. Completed 36 of 45 steps in scheduled

class time and score an overall satisfactory rating on Instructor Evaluation Document.

_____ _____ _____

_____

_____

_____

_____ _____ _____

_____

_____

_____



Skills Test #4 Evaluation and Testing NFPA Standard 1041, Chapter 4, paragraphs 4.5.2, 4.5.3, 4.5.4, 4.5.5 Task Specific Instructions and Information

Tasks:

Task #9. Administer oral, written, and performance tests, so that bias or discrimination is eliminated, the testing is conducted according to procedures and the security of the materials is maintained. (4.5.2)

Task #10. Grade student oral, written, or performance tests, so the examinations are accurately graded and properly secured. (4.5.3)

Task #11. Report test results, so that the results are accurately recorded, the forms are forwarded according to procedure, and unusual circumstances are reported. (4.5.4)

Task #12. Provide evaluation feedback to students, 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. (4.5.5)

Setting:


Tools/ Equipment:

Paper, writing instruments or computer, fire department’s SOP/SOG’s and appropriate forms.


Task #9. Successfully complete all steps within time constraints identified by the type test. Task #10. Successfully complete all steps for 10.a OR 10.b within 1 hour. Task #11. Successfully complete 5 of 6 within 2 hours. Task #12. Successfully complete 6 of 7 within 2 hours.


Task #10. Student completes 10.a or 10.b. Student utilizes the written test with answer key or performance test checklists from task #9. Task #11. Student utilizes the test graded in Task #10 Task #12. Student utilizes the test results from Task #11.




9. Administer oral, written, and performance tests, so that bias or discrimination is eliminated, the testing is conducted according to procedures and the security of the materials is maintained. (4.5.2)

9. In accordance with the NFPA 10411041and IFSTA Fire and Emergency Services Instructor, the candidate:

a. Administered oral test

i. Ensured non bias questions ii. Ensure nondiscriminatory questions

iii. Provided positive feedback iv. Provided correct explanations for

incorrect answers

b. Administered written test

i. Clearly stated test instructions ii. Ensured non bias questions

iii. Ensure nondiscriminatory questions iv. Monitored the participants test

c. Administered performance test

i. Clearly stated the instructions

ii. Clearly informed students of the minimum required performance level

iii. Utilized checklist to ensure non bias evaluation

d. Completed all steps within time constraints identified by the type test

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____

_____

_____

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____

_____

_____

10. Grade student oral, written, or performance tests, so the examinations are accurately graded and properly secured. (4.5.3)

10. In accordance with the NFPA 1041, the candidate either:

a. Graded Performance test accurately

i. Followed local scoring sheet

guidelines and/or checklists ii. Assigned point values

iii. Ensured tasks that relate to life or safety of personnel were not skipped or performed improperly

iv. Tallied totals and assigned final grade v. Ensured security of test grades and

answer key

- OR –

_____

_____ _____

_____ _____

_____

_____ _____

_____ _____



Skills Test #4 Checklist

PERFORMANCE TASK STANDARDS / ELEMENTS / STEPS YES NO 10. Continued

b. Graded written test accurately

i. Followed local scoring sheet guidelines and/or checklists

ii. Assigned point values iii. Reviewed student’s answers iv. Tallied scoring totals, assigned final

grade v. Ensured security of test grades answer

key

c. Completed all steps for “10.a” or “10.b”in 1 hour

_____

_____ _____ _____

_____

_____

_____

_____ _____ _____

_____

_____

11. Report test results, so that the results are accurately recorded, the forms are forwarded according to procedure, and unusual circumstances are reported. (4.5.4)


a. Reviewed test results

b. Ensured results were graded, recorded

and annotated accurately

c. Forwarded test results to necessary officials (according to AHJ policy)

i. Recorded any unusual discrepancies with test

ii. Reviewed/reported test for inaccuracies

iii. Communicated/listed any required test changes/fixes needed


_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

12. Provide evaluation feedback to students, 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. (4.5.5)

12. In accordance with the NFPA 1041 and IFSTA Fire and Emergency Services Instructor , the candidate:

a. Provided timely follow-up feedback to

students after a test/evaluation

b. Provided specific feedback in regards to test results

_____

_____

_____

_____



Skills Test #4 Checklist

PERFORMANCE TASK STANDARDS / ELEMENTS / STEPS YES NO 12. Continued

c. Feedback was: i) Thorough and allowed student to

understand and modify behavior ii) Objective iii) Clear and concise iv) Relevant v) Provided helpful suggestions


_____

_____ _____ _____ _____

_____

_____

_____ _____ _____ _____ _____

_____


Instructor Evaluation Document Note: This form must be used to evaluate a class taught by the candidate and kept on file.

Full Name of Instructor Instructor Level

I II

Time Started Date

Full Name of Evaluator Evaluator Level

II III

Time Ended

Subject:

LEGEND: O – OUTSTANDING E – EXCELLENT S – SATISFACTORY NI – NEEDS IMPROVEMENT NA – NOT APPLICABLE

EVALUATION ITEMS YES NO RATING (X) O E S NI NA

A. TEACHING PREPARATION 1. Lesson plan/other teaching guides were current and approved by the AHJ 2. Equipment/training aids/computer technology listed in the LP was ready for use. 3. Classroom was arranged appropriately for lesson being conducted. B. INSTRUCTIONAL SKILLS AND ABILITY 4. Stated lesson overview and included a clear statement of objectives. 5. Used appropriate techniques (examples/scenarios) to assist and motivate

students.

6. Used training aids effectively. 7. Displayed natural mannerisms and maintained eye contact. 8. Verbalized effectively (i.e. good volume/tone/pitch/speed/grammar) and avoided

verbal distracters.

9. Used effective question and answer techniques. 10. Administered student measurement appropriately (i.e. quiz, test, pc). 11. Maintained control of the class. 12. Demonstrated thorough knowledge of the subject/procedures. 13. Demonstrated poise and set a positive example for appropriate dress and

behavior.

14. Managed time effectively/completed all phases of the lesson and reviewed the main points in the lesson summary.

C. PERFORMANCE/KNOWLEDGE EXERCISE PRESENTATION 15. Stated accurate and complete instructions/guidance; used correct terms. 16. Clearly identified procedures versus techniques. 17. Stated student-specific goals based on trends and desired learning objectives

where applicable.

18. Involved students in the introduction/demonstration of new procedures. 19. Ensured equipment was properly configured and addressed any unexpected

problems where applicable.

20. Provided appropriate and timely explanations during student performance. 21. Integrated safety principles into the lesson and applied safety precautions at all

times.

D. FEEDBACK TO STUDENTS 22. Accurately reconstructed performance/mission events. 23. Identified student strengths/weaknesses. 24. Discussed corrective actions for student weaknesses. 25. Accurately assessed student achievement of goals/learning objectives. E. ADDITIONAL ITEMS AS SPECIFIED BY THE FIRE CHIEF


F. COMMENTS G. OVERALL PERFORMANCE RATING Mark an “X” in the appropriate block below, based on the evaluation. Do Not count items rated “Not Applicable” when computing overall performance. OUTSTANDING 90% or more items rated “Outstanding.” No items rated “Needs Improvement.” EXCELLENT 80% or more items rated “Excellent” or higher. No items rated “Needs Improvement.” SATISFACTORY 80% or more items rated “Satisfactory” or higher. No than 20% of items rated “Needs

Improvement.” NEEDS IMPROVEMENT 21 – 39% of items rated “Needs Improvement.” UNACCEPTABLE 40% or more of the items rated “Needs Improvement.” H. ACTIONS TAKEN FOR NEEDS IMPROVEMENT/UNACCEPTABLE EVALUATIONS I. ACKNOWLEDGEMENT OF EVALUATION Signature of the Candidate Being Evaluated Signature of the Evaluator Date

J. FOLLOW-UP EVALUATION COMMENTS Date

Signature of the Candidate Being Evaluated

Signature of the Evaluator Date

Date


Performance Test Record Fire Instructor I

INSTRUCTIONS: This form must be completed and kept on file. A copy of this form is also required to be submitted with the candidate’s certification package.

Performance Test Ref #___________ Date of Evaluation ______________________ Candidate Rank/Name______________________________ SSN _____________________ Evaluators Rank/Name______________________________ SSN _____________________ The candidate has PASSED/FAILED the Fire Instructor I Performance Tests for the stations marked below:

Performance Test Station Passed

Failed

Program Management _______ _______

Instructional Development _______ _______

Instructional Delivery _______ _______

Evaluation and Testing _______ _______

If candidate has failed the performance evaluation, provide the following information: (Use additional sheets, if necessary) Objective(s): Reason(s) for failure: Candidate Signature _________________________________________________ Evaluator Signature _________________________________________________

"FOUO. This document contains information exempt from mandatory disclosure under the FOIA. Exemption 5 U.S.C. 552(b)(6) applies. This information is also protected by the Privacy Act of 1974

and must be safeguarded from unauthorized disclosure."

Documents

CDC 10411W Fire Service Instructor I Performance …totalforcevlc.golearnportal.org/Fire_Instructor_I/CDC_10411W_Fire...CDC 10411W . Fire Service Instructor I . Performance Test Supplement