CDC 10412WFire Service Instructor IIPerformance Test SupplementExtension Course Program (A4L)Air UniversityAir Education and Training Command
AcknowledgementPreparation of this supplement was aided through the cooperation and courtesy of the International FireService Training Association (IFSTA). IFSTA furnished technical materials utilized to develop thistraining product. Permission to use the information from IFSTA is gratefully acknowledged. Inaccordance with the copyright agreement, distribution of this supplement is limited to U.S. Governmentpersonnel.iiFire Service Instructor II Performance Test Supplement
Table of ContentsGeneral Guidance . ivEvaluator Orientation . vGrading Information . viPerformance Test Summary Sheet . 1Skills Test #1 Program Management. 3NFPA Standard 1041, Chapter 5, paragraphs 5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.2.6 3Task Specific Instructions and Information 3Skills Test #1 Checklist 4Skills Test #2 Instructional Development . 7NFPA Standard 1041, Chapter 5, paragraphs 5.3.2, 5.3.3 7Task Specific Instructions and Information 7Skills Test #2 Checklist 8Skills Test #3 Instructional Delivery . 11NFPA Standard 1041, Chapter 5, paragraphs 5.4.2, 5.4.3 11Task Specific Instructions and Information 11Skills Test #3 Checklist 12Skills Test #4 Evaluation and Testing. 13NFPA Standard 1041, Chapter 5, paragraphs 5.5.2, 5.5.3 13Task Specific Instructions and Information 13Skills Test #4 Checklist 14Instructor Evaluation Document . 15Performance Test Record Fire Service Instructor II . 17Fire Service Instructor II Performance Test Supplementiii
Performance Test InformationGeneral GuidanceThis performance test supplement is based on the 2012 Edition of NFPA 1041; Standard for Fire ServiceInstructor Professional Qualifications and provides the detailed performance test checklist items requiredfor candidate testing. Performance tests shall not be conducted until the candidate has successfullycompleted the academic portion of the course by passing the End of Course final exam at an Air Universityapproved test control facility (TCF). However, it is strongly encouraged that this supplement and thechecklist it contains be used during the normal course of study. Candidates may practice the performancetests at any time during study and up until testing is conducted. Practice is highly encouraged.The prerequisite for obtaining DOD certification to Fire Service Instructor II is Fire Service Instructor I.Evaluators must be DoD, IFSAC or Pro Board certified at Fire Instructor III level.This particular course uses several skills test. Within each skills test there are one or more tasks meetingthe test objectives (NFPA line items). A “Task Summary” precedes each skills test checklist identifyingall the evaluated task associated with the test. This sheet lists the NFPA line items evaluated, the settingand 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 bedeveloped for each performance test requiring one. This allows for the candidate to retest in case of firsttime failure. Additionally, scenarios should be changed periodically to dissuade future candidates fromgaining an unfair advantage or allowing for test compromise.Remember, official performance test notifications must be made at least ten (10) days prior to the actualperformance test or the candidate’s performance test results will not be accepted by the DoDAdministrative Center. Your performance test notifications must be made using the following web fm. For specific program guidance see DoD Manual6055.06, DoD Fire and Emergency Services Certification Program.ivFire Service Instructor II Performance Test Supplement
Performance Test InformationEvaluator OrientationYou should read and understand the following orientation information before entering the specific skillstation you will be evaluating. If there is any information within this orientation that you do notunderstand, you should contact the examination coordinator for clarification. We would like to thank youfor 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 recorderof the candidate's actions based on the criteria listed on the score sheet. There are a number of ways tosuccessfully perform a skill. You should always remember that the way you were taught to perform a skillis not the only correct way to perform the skill. The ultimate criterion for successful completion of a skillis: "Was the final outcome met for the parameters set?"This is a formal examination and not a teaching situation. We discourage excessive dialogue between theevaluator and the candidate. Peripheral or "nice to know" areas should not be discussed. Situations orquestions that require you to demonstrate a procedure should be avoided. You should not ask leadingquestions. Do not condemn or condone a candidate's actions by expression, gesture, tone of voice, orattitude. Often, candidates interpret a word or action delivered in jest as being indicative of pass or fail, avalue 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 ofthe examination and gives you the knowledge to ask the candidates related questions to substantiate ordefine an action. If qualifying questions are necessary, they should be asked at the end of the station. Atno 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 theexam, you may stop them and allow them to collect themselves before starting again. However, once acandidate initiates a course of action the candidate must be evaluated on the merits of that singularperformance, as would happen in the field. You must provide qualifying information in the commentssection 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 coordinatormay 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. Additionalcomments are welcome, but remember to be specific. Instead of writing "He did a poor job", write exactlywhat 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, youmust stop the candidate and direct him/her to return to the staging area and wait for instructions to report tothe 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 makingand recording observations. Every effort should be made to ensure that all details of the examinationscenario are identical for each candidate. Be aware of your own fatigue and if necessary take a break afternotifying the examination coordinator.You should have received individual written instructions concerning the specific skill and/or skill stationyou will be evaluating. If you do not understand any part of these instructions, do not start the evaluationprocess. Contact the examination coordinator for clarification.It is important also to understand the grading process used during the evaluation. Additional informationon grading the skills test is provided on the next page.Fire Service Instructor II Performance Test Supplementv
Performance Test InformationGrading InformationThe 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 theattainment standards are set at approximately 80% using an “X out of X” format while also containing atime limit. For example, an attainment standard may read, “Successful completion of at least 15 out of 18items within 90 minutes.”If for some reason a particular element/step or standard cannot be completed and the candidate’sinstallation 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 todetermine the number correct required. For example, a performance test requires that 12 out of 15 itemsbe successfully completed and 2 of the 15 items are marked N/A then the evaluator must multiply theremaining 13 items by .80 (13 x .80 10.4 or 11). The new required minimum passing score is now 11out 13 items.There are a total of 4 skills performance test encompassing 11 separate tasks. Candidates mustsuccessfully complete and pass 9 of the 11 task with no more than one (1) task failure within any skillsperformance test.--AND-Where the Standard/Element/Step on the Skills Test checklist is given a rating, the following criteria willbe 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 wouldbe 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 firefighterwould 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 incombination are relevant to the successful completion of the evolution. Should a firefighter fail toperform any four items rated as General, the firefighter would be unsuccessful in demonstrating therequired proficiency level for that standard.Should a firefighter fail to perform any combination of Major or General rated items resulting in a sumtotal of four, the firefighter would be unsuccessful in demonstrating the required proficiency level for thatstandard.viFire Service Instructor II Performance Test Supplement
Competency OverviewPerformance Test Summary SheetSkills Test #1 – Program ManagementTask #1. Schedule instructional sessions, given department scheduling policy, instructionalresources, staff, facilities and timeline for delivery, so that the specified sessions are deliveredaccording to department policy.Task #2. Formulate budget needs, given training goals, agency budget policy, and currentresources, so that the resources required to meet training goals are identified and documented.Task #3. Acquire training resources, given an identified need, so that the resources are obtainedwithin established timelines, budget constraints, and according to agency policy.Task #4. Coordinate training record-keeping, given training forms, department policy, andtraining activity, so that all agency and legal requirements are met.Task #5. Evaluate instructors, given an evaluation form, department policy, and JPRs, so that theevaluation identifies areas of strengths and weaknesses, recommends changes in instructionalstyle and communication methods and provides opportunity for instructor feedback to theevaluator.Skills Test #2 – Instructional DevelopmentTask #6. Create a lesson plan, given a topic, audience characteristics, and a standard lesson planformat, so that the JPRs or learning objectives for the topic are addressed, and the plan includeslearning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan.Task #7. Modify an existing lesson plan, given a topic, audience characteristics, and a lessonplan, so that the JPRs or learning objectives for the topic are addressed and the plan includeslearning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan.Skills Test #3 – Instructional DeliveryTask #8. Conduct a class using a lesson plan that the instructor has prepared and that involves theutilization of multiple teaching methods and techniques, given a topic and a target audience, sothat the lesson objectives are achieved.Task #9. Supervise other instructors and students during training, given a training scenario withincreased hazard exposure, so that applicable safety standards and practices are followed, andinstructional goals are met.Skills Test #4 – Evaluation and TestingTask #10. Develop student evaluation instruments, given learning objectives, audiencecharacteristics, and training goals, so that the evaluation instrument determines if the student hasachieved the learning objectives; the instrument evaluates relevant performance in an objective,reliable, and verifiable manner; and the evaluation instrument is bias-free to any audience orgroup.Task #11. Develop a class evaluation instrument, given agency policy and evaluation goals, sothat students have the ability to provide feedback to the instructor on instructional methods,communication techniques, learning environment, course content, and student materials.Fire Service Instructor II Performance Test Supplement1
Fire Service Instructor II CompetenciesSkills Test #1 Program ManagementNFPA Standard 1041, Chapter 5, paragraphs 5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.2.6Task Specific Instructions and InformationTasks:Task #1. Schedule instructional sessions, given department scheduling policy, instructionalresources, staff, facilities and timeline for delivery, so that the specified sessions are deliveredaccording to department policy.Task #2. Formulate budget needs, given training goals, agency budget policy, and currentresources, so that the resources required meet training goals and are identified and documented.Task #3. Acquire training resources, given an identified need, so that the resources areobtained within established timelines, budget constraints, and according to agency policy.Task #4. Coordinate training record-keeping, given training forms, department policy, andtraining activity, so that all agency and legal requirements are met.Task #5. Evaluate instructors, given an evaluation form, department policy, and JPRs, so thatthe evaluation identifies areas of strengths and weaknesses, recommends changes ininstructional style and communication methods and provides opportunity for instructorfeedback to the evaluator.Setting:Fire Department Classroom or equivalent.Tools/Equipment:Paper, writing instruments or computer, applicable reference material, firedepartment’s SOP/SOG’s and appropriate forms.AttainmentStandard:Task #1. Successfully complete all steps within 2 hours.Task #2. Successfully complete 4 of 5 steps within 4 hours.Task #3. Successfully complete 7 of 8 steps within 2 hours.Task #4. Successfully complete 4 of 5 steps within 1 hour.Task #5. Successfully complete all steps within 1 hour.Evaluator’sGuidance:N/AFire Service Instructor II Performance Test Supplement3
Fire Service Instructor II CompetenciesSkills Test #1 Checklist1.PERFORMANCE TASKGiven all department policies andprocedures, a list of instructionalresources, staff, required training,facilities and timeline fordelivery, develop a trainingschedule for a three-monthperiod.STANDARDS / ELEMENTS / STEPS1. In accordance with the NFPA 1041, thecandidate:a. Developed a training schedule thatcovers a three-month periodb. Scheduled training to meet the needs ofthe departmentc. Scheduled instructors to the appropriateclassesd. Scheduled classes met the deliverytimelines according to the AHJe. Completed all steps within 2 hours2.Given training goals, agencybudget policy and currentresources, formulate a trainingbudget so that the resources meettraining goals for three months.3. Acquire training resources, givenan identified need, so that theresources are obtained withinestablished timelines, budgetconstraints, and according toagency policy.4YESNO2. In accordance with the NFPA 1041, thecandidate:a. Used the proper memo format for thebudget according to the AHJ guidelinesb. Ensured the budget is accuratec. Met training goalsd. Covered a three month periode. Identified training resources and theircost for each month (line-item format)f.Completed 4 of 5 steps within 4 hours3. In accordance with the NFPA 1041, thecandidate:a. Determined purchasing needsb. Reviewed standards and regulations forpurchasing specific training equipmentc. Reviewed current resourcesd. Determined sources of fundingFire Service Instructor II Performance Test Supplement
Fire Service Instructor II CompetenciesSkills Test #1 ChecklistPERFORMANCE TASK3. Continued.4.5.Given department policies andprocedures document a trainingsession and properly file thereport in the training recordsystem according to the AHJ.Given an instructor evaluationform provided by the AHJ,conduct an instructor evaluationIAW departmental policies andprocedures.STANDARDS / ELEMENTS / STEPSYESNOe. Determined amount of funds availablef.Contacted vendors and or manufacturersg. Completed proper documentation forPurchaseh. Completed purchase on timei.Completed 7 of 8 steps in 2 hours4. In accordance with the NFPA 1041, thecandidate:a. Training was properly documentedaccording to department policies andproceduresb. Ensured all attendees received credit fortrainingc. Imparted information into trainingdatabased. Annotated personnel requiring make-uptraininge. Filed training report in accordance withdepartment policies and proceduresf.Completed 4 of 5 steps in 1 hour5. In accordance with the NFPA 1041, thecandidate:a. Properly filled out formb. Identified instructor’s strengths andweaknessesc. Recommended improvementsd. Provided an opportunity for feedbacke. Completed all steps within 1 hourFire Service Instructor II Performance Test Supplement5
Fire Service Instructor II CompetenciesSkills Test #2 Instructional DevelopmentNFPA Standard 1041, Chapter 5, paragraphs 5.3.2, 5.3.3Task Specific Instructions and InformationTasks:Ta
Performance Test Information iv Fire Service Instructor II Performance Test Supplement General Guidance This performance test supplement is based on the Edition of NFPA 2012 10; 41Standard for Fire Service Instructor Professional Qualifications and provides the detailed perform
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