Monroe Fire Protection District (IN)

Lead Instructor: David Calvin Instructor: Ryan Fipps

Lead Evaluator: Tim Deckard Evaluator: Nick Kelp

Proctor: Jon Ramsey

Course Prerequisites: Instructor I and at least 20 hours of instructional or evaluation hours. In addition to the previous requirements, each student is expected to read text materials prior to the beginning of each class meeting as a quiz is always a possibility with a score at or above 70% will be expected. 

Goal: The goal of this class is to provide Instructor II candidates with the knowledge and practical skills needed to obtain the State of Indiana Instructor II certification.   

Objectives: Objectives are printed on the first page of each chapter within the IFSTA Fire and Emergency Services Instructor, 9th edition manual.  Knowledge of each objective is the key component of obtaining information and competency to help in passing the State of Indiana Instructor II written and practical's.

Required Text: The required text for the course is IFSTA’s Fire and Emergency Services Instructor, 9th edition. While not required, the IFSTA’s Fire and Emergency Services 

Instructor Study Guide is a valuable tool to help prepare for each lesson in the course and for the certification exam. Study guide is available in electronic copy. 

Course Description & Purpose: After completing the course the student will have met the sections required for Fire Instructor II in the National Fire Protection Association® (NFPA®) 1041, 2018 edition, professional qualifications standard. Students who successfully complete the certification process including demonstration of all practical skills and achieving a written examination score of 70% or more will be certified as Instructor II by the Board of Firefighting Personnel Standards and Education. 

Course Length:  48 hours recommended: 30 hours classroom, 8 hours practical demonstration, 7 hours practical skills evaluation, and 3 hours for final state written exam.

Preparation for Skill Sessions:  Instructor II candidates are expected to come to each classroom well prepared.  Reading of course material is essential in the success of this course.  

Assignments: There will be assigned reading from the course online handbook each class period.  You are expected to read class material PRIOR to the next class and possibly quizzed on material.  

Quizzes: Quizzes will use multiple-choice, true-false, short answer, and essay questions, and possibly case studies.  Occasionally quizzes are developed by the instructor for the class and geared towards helping student knowledge of class and practical material.  

Written Exam: The State of Indiana exams are multiple-choice and a limited number of true-false questions.  Occasionally there will be review sessions offered to help in preparation for the exam.   

The teaching and learning processes during this course include lecture and discussion, practical skill sessions, and scenarios.  Both in and out of classroom experiences are used to further enhance instructor experience.  This course is based on a community-learning environment, where everyone participates and takes responsibility for the success of both individuals and the class as a whole.    

Class participants shall complete the following presentations, quizzes and practice exams from the IFSTA Resource One website by the end of the week posted below.  

Class Time: Wednesday(s) 1830-2200 hours and/or Saturdays 0830-1700 hours.

Demarcation of Training vs Testing for the Skills Portfolio: The entity shall demonstrate that credit is not given for skills accomplished during training, class work, or other means outside the testing mode. Testing can be accomplished during the same time period as training if there is a distinct line between the training mode and the testing mode of that time period.

Code of Ethics: The personal code of ethics is a public statement by fire service educators and instructors that establishes clear expectations and principles to guide practice and inspire professional excellence. It is the belief of fire service instructors that commonly held set of moral principles and values can assist in the individual exercise of professional judgement. 

Those moral principles and values are the core values of the teaching profession as well as the fire service. The individual instructor should integrate these values into the professional and private lives to ensure the equity of their actions and decisions. 

Skills: There are 19 skill sheets in the course. The skill applications are designed to apply the concepts and skills in chapters 11-15. The skill applications may be stations where an instructor provides coaching and demonstration, and an individual skill is performed. The skill applications are described below. 

Skill Sheet 11-1: Create a lesson plan. 

Skill Sheet 11-2: Write a learning objective. 

Skill Sheet 11-3: Create a lesson outline. 

Skill Sheet 11-4: Create an information sheet (handout). 

Skill Sheet 11-5: Create a skill sheet. 

Skill Sheet 11-6: Create a worksheet. 

Skill Sheet 11-7: Create a study sheet. 

Skill Sheet 11-8: Create an assignment sheet. 

Skill Sheet 11-9: Create a lesson plan evaluation. 

Skill Sheet 11-10: Evaluate and revise a prepared lesson plan. 

Skill Sheet 11-11: Conduct a class using a lesson plan created by the Level II Instructor candidate. 

Skill Sheet 12-1: Supervise multiple instructors and candidates during an increased hazard exposure training. 

Skill Sheet 13-1: Develop test items. 

Skill Sheet 13-2: Develop a performance skills evaluation. 

Skill Sheet 14-1: Select resources, staff and facilities for specific instructional sessions. 

Skill Sheet 14-2: Perform a needs analysis for training resources 

Skill Sheet 14-3: Maintain and secure accurate training records so that all agency and legal requirements are met.  

Skill Sheet 15-1: Administer a Level I instructor performance evaluation 

Skill Sheet 15-2: Develop class evaluation forms.

Practical Skills Competency Profile

Instructor II Topics for Presentation: The instructor II candidates will choose a topic related to fire department training for its crew and officers. It is important to avoid having presentations of the same topics presented in the same course. Your training topic might be part of a progression such as small engines, ladders that leads to ventilation training.  Your topic will be one part of that sequential training should you choose.  Remember there is a 15-minute classroom presentation with a skill demonstration and evaluation.

Have at least a couple ideas for the first evening of the class.  We will take time to discuss and decide on topics that evening. If we have topics that could be part of a sequential training, we will get together in small groups for 15 minutes to discuss ideas.  Realize, you have to complete your own work.  

As a Fire Service Instructor, you shall: 

• Place safety and learning of the student above all other concerns. 

• Nurture the intellectual, physical, emotional, social, and civic potential of each student. 

• Create support, and maintain a challenging learning environment for all students. 

• Apply your professional knowledge and skills to promote student learning at all times. 

• Establish and maintain a clear set of standards for behavior and civility within the learning environment. 

• Be a positive role model by displaying those habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a courtesy and enthusiasm for learning. 

• Strive to affirm the importance and the honor of the profession. 

• Conduct both personal and official business in a manner that will inspire confidence and respect of others. 

• Never be disrespectful of others in public and private. 

• Be committed to your own learning and professional growth in order to further develop in the teaching profession and the fire service.

• Collaborate with colleagues and other professionals in the interest of student learning. 

• Recognize cultural and linguistic heritage, gender, family, community, ethnicity, and race and their influences on experience and learning. 

• Make decisions and take all actions based on the moral and ethical values of this state and this organization.