.14 State Emergency Services Instructor Standards.

A. General.

(1) The instructor candidate shall meet the requirements of NFPA 1041 Fire Service Instructor Professional Qualifications, or those of recognized instructor training agencies or educational institutions that have similar requirements.

(2) The instructor candidate shall demonstrate knowledge and skills based on the general categories of NFPA 1041 Fire Service Instructor Professional Qualifications, and the requisite knowledge and skills of each of the following subject areas:

(a) Instructional planning;

(b) Instructional materials/aids;

(c) Evaluation and testing;

(d) Concepts of learning;

(e) References; and

(f) Training records and reports.

B. Instructional Planning.

(1) The instructor shall define task and job analysis and describe the procedures for performing task and job analysis.

(2) The instructor shall demonstrate the ability to develop specific, measurable, attainable behavioral objectives or performance objectives that have three major components:

(a) What behavior is expected and what the student will be able to do;

(b) How the behavior is to be accomplished and the conditions under which the performance will be evaluated; and

(c) To what standard the behavior is to be accomplished and how well the student will be able to perform.

(3) The instructor shall construct an analysis of a typical emergency services occupation by dividing the occupation into the following elements:

(a) Block;

(b) Unit;

(c) Task; and

(d) Job.

C. Instructional Development. Given an emergency services subject for which no prepared lesson plan exists, the instructor shall analyze the subject, determine the appropriate objectives for the subject, and develop a comprehensive lesson plan which meets the objectives for that subject and includes the following components:

(1) Job title or topic;

(2) Level of instruction;

(3) Objectives (behavioral or performance);

(4) Materials needed;

(5) References;

(6) Preparation step;

(7) Presentation;

(8) Application step;

(9) Lesson summary;

(10) Evaluation step; and

(11) Assignments.

D. Instructional Methods/Techniques. The instructor shall explain when each of the following methods of instruction should be used and describe the relative values of each method:

(1) Conference;

(2) Discussion;

(3) Demonstration;

(4) Illustration;

(5) Lecture;

(6) Group discussion;

(7) Computer-aided instruction;

(8) Simulation; and

(9) Individualized instruction.

E. Instructional Materials/Aids.

(1) The instructor shall prepare instructional materials appropriate for the instructor's discipline.

(2) The instructor shall prepare, for developmental purposes, a comprehensive course outline that includes the following components:

(a) Determination of the needs of students to be enrolled in the course;

(b) Course objectives;

(c) Identification of the jobs to be taught;

(d) Organization of the jobs in a logical teaching sequence; and

(e) Establishment of a tentative teaching time for each job and the entire course.

(3) After analyzing organizational needs and programs, the instructor shall prepare or select instructional materials appropriate for the instructor's discipline.

F. Evaluation and Testing.

(1) The instructor shall construct written questions, oral questions, and performance tests based on the behavioral objectives or performance objectives of the lesson.

(2) The instructor shall construct a written and oral examination, and a performance test, all of which meet the following requirements:

(a) Comprehensive;

(b) Effective;

(c) Free from ambiguities in content, administration, and grading;

(d) Nondiscriminatory;

(e) Reliable; and

(f) Valid.

(3) The instructor shall construct a test analysis and an item analysis that provide information regarding examination effectiveness and validity.

(4) The instructor shall define the following terms and describe their implications in determining examination effectiveness:

(a) Criterion reference testing;

(b) Norm reference testing;

(c) Distribution of scores;

(d) Frequency of scores;

(e) Interval;

(f) Mean;

(g) Median;

(h) Percentage scores;

(i) Percentile scores;

(j) Range of scores;

(k) Standard deviation;

(l) Computer-based testing; and

(m) Computer-adapted testing.

(5) Given a summary of test grades and the results of other evaluation procedures, the instructor shall:

(a) Determine causes of a student's failure to meet objectives;

(b) Prepare reports for superiors that summarize deficiencies; and

(c) Make recommendations for corrective action that will reduce future failures.

(6) The instructor shall describe the requirements of the equal employment opportunity act, including guidelines and affirmative action efforts for employee selection and testing.

G. Concepts of Learning. The instructor shall describe how the following factors influence the teaching/learning process:

(1) Instructional materials;

(2) The teaching/learning setting;

(3) Competency-based learning.

H. References. The instructor shall identify sources of references required for the development of an emergency services lesson plan.

I. Training Records and Reports. The instructor shall construct suitable training records and reports.