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Catalog Description Advisory: IS-100.B (Introduction to the Incident Command System) and IS-700.A (FEMA - National Incident Management System) Hours: 40 (24 lecture, 16 laboratory) Description: Designed for working firefighters, this course provides the skills and knowledge needed for the entry level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the 2012 edition of NFPA 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Instructor I certification are able to teach and deliver instruction from a prepared lesson plan utilizing instructional aids and evaluation instruments. The Instructor I is also able to adapt a lesson plan and complete the reporting requirements to the local jurisdiction. Course is one of a series required for Company Officer Certification by California State Fire Training. (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Define the role of the Instructor I. CSLO #2: Construct and outline a lesson plan. CSLO #3: Assemble and deliver cognitive and psychomotor lesson plans. CSLO #4: Develop and administer oral, written and performance tests. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 40 Outside of Class Hours 48 Total Student Learning Hours 88 Course Objectives Lecture Objectives: 1. Identify different levels in the instructor certification track, the courses and requirements for instructor 1 certification. 2. Describe the certification task book and testing process. 3. Define the role of the Instructor 1. 4. Distinguish program management, instructional development, instructional delivery and evaluation and testing. 5. Determine instructional materials, elements of a lesson plan, learning environment, and resources need adaptation. 6. Construct and outline a lesson plan. 7. Outline the elements of an organized classroom, laboratory and outdoor learning environment. 8. Assemble and deliver cognitive and psychomotor lesson plans. 9. Modify presentation methods to achieve learning outcomes. 10. Modify and adjust to different learning styles, abilities, cultures, and behaviors. 11. Use audiovisual and demonstration equipment. 12. Develop and administer oral, written and performance tests. 13. Analyze and compare testing processes that eliminate bias and discrimination. 14. Appraise grading and securing student examinations. 15. Outline test results reporting. 16. Analyze need for providing evaluation feedback to students. 17. Justify need for evaluating student instructor lesson demonstrations. 18. Outline process for assembling course materials. 19. Explain need for preparing resource requests. 20. Outline how to schedule instructional sessions. 21. Justify need for completing and submitting training records. Laboratory Objectives: 1. Demonstrate applying major principles of learning cognitive lessons through teaching demonstrations. 2. Analyze the steps in developing a course outline. 3. Compare and contrast the three levels of instruction - Basic Knowledge, Competent, Highly Proficient - and how they are applied to a cognitive lesson plan. 4. Analyze student behavioral objectives to determine if they are measurable. 5. Evaluate types of written objective examinations and write valid test questions. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: Students will take a multiple-choice examination on the four step method of instruction. Standard Grading. Example Question: Which two steps in the four-step method of instruction are often combined? A. Presentation/Application B. Application/Evaluation C. Presentation/Evaluation D. None of the Above. Skill Demonstrations Example: Students will develop and deliver a cognitive lesson plan on an assigned topic. Rubric Grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will lecture on the different types of written and oral tests. The students will then write and turn in a sampling of test questions for each type of written and oral test on a subject assigned by the instructor. Lecture: Instructor will lead a discussion on the use of information and activity sheets with cognitive lessons. Students will then break into small groups and develop one activity and one information sheet for an assigned topic. Distance Learning Following an instructor lecture and demonstration on how to instruct a state fire training course, students will demonstrate how to appropriate teach an assigned topic, applying major principles of learning cognitive lessons through teaching demonstrations. Typical Out of Class Assignments Reading Assignments 1. Student will read the material in the textbook on cognitive lesson plan components and develop a lesson plan on a subject approved by the instructor. 2. Student will read the chapter in the textbook on instructional aids and develop a list of instructional aids they will use in their cognitive lesson teaching demonstration. Writing, Problem Solving or Performance 1. Student will prepare a 20 item test from the lesson plan outline that contains ten (10) true-false items and ten (10) multiple choice items. 2. Student will present a 20 minute cognitive lesson to the class on a subject approved by the instructor. Other (Term projects, research papers, portfolios, etc.) Required Materials Fire and Emergency Service Instructor Author: International Fire Service Training Association Publisher: Fire Protection Publications, Oklahoma State University Publication Date: 2012 Text Edition: 8th Classic Textbook?: OER Link: OER: Fire Service Instructor Author: Forest Reeder, MS & Alan E. Joos, MS Publisher: Jones and Bartlett Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: Fire and Emergency Services Instructor I Author: International Association of Fire Chiefs Publisher: Publication Date: 2020 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

The Fire Technology program prepares students for a career in the fire service and provides educational and training opportunities for employed and volunteer firefighters.

Catalog Description Prerequisite: Meet the educational requirements for Company Officer by one of the following: completion of FIRE 0174, 0175, 0176, 0177, 0178, and 0179 with grades of “C” or better; or completion of Office of the State Fire Marshal Company Officer 2A, 2B, 2C, 2D, 2E, and Instructor I courses; or equivalent as determined by the Fire Technology Program Coordinator Hours: 26 lecture Description: Designed for Company Officers advancing to the Chief Officer classification. Provides basic knowledge of human resource requirements related to the roles and responsibilities of a Chief Fire Officer. Includes developing plans for providing employee accommodation, developing hiring procedures, establishing personnel assignments, describing methods of facilitating and encouraging professional development, developing an ongoing education training program, developing promotion procedures, developing proposals for improving employee benefits, and developing a measurable accident and injury prevention program. (not transferable) Course Student Learning Outcomes CSLO #1: Describe the human resource requirements related to the roles and responsibilities of a Chief Fire Officer. CSLO #2: Apply the requirements of the California Firefighters Procedural Bill of Rights Act to the roles and responsibilities of the Chief Fire Officer. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 26 Outside of Class Hours 52 Total Student Learning Hours 78 Course Objectives 1. Identify different levels in the Executive Chief Officer certification track, the courses and requirements for Chief Fire Officer certification; 2. Describe the certification task book and testing process; 3. Identify the California-specific requirements for a Chief Fire Officer on a summative exam; 4. Understand the NFPA (National Fire Protection Association) 1021 qualifications, and the human resource management, community and government relations, administrative, inspection and investigation, emergency service delivery, health and safety, and emergency management duties of a Chief Fire Officer on a summative exam; 5. Identify the requisite knowledge required of a Wildland Fire Officer II; 6. Develop a plan for providing an employee accommodation, including adequate information to justify the requested change(s); 7. Develop procedures for hiring members, ensuring a valid and reliable process based on legal requirements; 8. Develop or establish personnel assignments, maximizing efficiency in accordance with policies and procedures; 9. Define the requirements of the California Firefighters Procedural Bill of Rights Act as they apply to the roles and responsibilities of the Chief Fire Officer; 10. Describe methods of facilitating and encouraging members to participate in professional development to achieve their personal and professional goals; 11. Develop an ongoing Education Training Program specific to agency mission and goals; 12. Develop procedures and programs for promoting members, ensuring a valid, reliable, job-related, and nondiscriminatory process; 13. Develop a proposal for improving an employee benefit, including adequate information to justify the requested benefit improvement; 14. Develop a measurable accident and injury prevention program. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: The instructor will lead a class discussion on facilitating and encouraging professional development. Following the discussion, students will conduct a mock professional development counseling session. Grading will be based on an instructor provided rubric. Objective Examinations Example: Students will be given a multiple choice test where they will identify key components of the Firefighters Bill of Rights Act. A traditional grading scale will be used. Example Question: An employee who is subject to discipline must be given a: A. Skelly Hearing, B. Arbitration, C. A Lawyer, D. None of the above. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on the Americans with Disabilities Act and students will provide examples of how their cities have been able to make reasonable accommodation for employees. The instructor will lecture on the Firefighters Procedural Bill of Rights Act and lead a discussion on how the Chief Fire Officer ensures their subordinates are complying with the Act. Distance Learning Instructor online lecture on fire service educational programs, followed by students developing an ongoing Education Training Program specific to agency mission and goals. Typical Out of Class Assignments Reading Assignments 1. The student will read the material on an education training needs assessment and develop a survey to distribute to the class. 2. The student will read material in the textbook on developing a job description and then develop a job announcement that is compliant with industry best practices. Writing, Problem Solving or Performance 1. Given a job description, students will develop questions for the oral interview process. 2. Perform an educational program needs assessment by developing a survey to distribute to the class. Other (Term projects, research papers, portfolios, etc.) Required Materials Chief Officer Principles and Practices Author: International Association of Fire Chiefs and National Fire Protection Association Publisher: Jones and Barlett Learning Publication Date: 2021 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Meet the educational requirements for Company Officer by one of the following: completion of FIRE 0174, 0175, 0176, 0177, 0178, and 0179 with grades of “C” or better; or completion of Office of the State Fire Marshal Company Officer 2A, 2B, 2C, 2D, 2E, and Instructor I courses; or equivalent as determined by the Fire Technology Program Coordinator Hours: 24 lecture Description: Provides a basic knowledge of the administration requirements related to the roles and responsibilities of a Chief Fire Officer, including directing a department record management system, analyzing and interpreting records and data, developing a model plan for continuous organizational improvement, developing a plan to facilitate approval, preparing community awareness programs, and evaluating the inspection program of the authority having jurisdiction (AHJ). (not transferable) Course Student Learning Outcomes CSLO #1: Design a fire and safety community risk reduction program. CSLO #2: Develop a life safety program based on legislation, public education or a new fire safety code. CSLO #3: Analyze and interpret fire records and data. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 24 Outside of Class Hours 48 Total Student Learning Hours 72 Course Objectives 1. Explain the development, maintenance, and evaluation of a department record management system, ensuring the achievement of completeness and accuracy; 2. Analyze and interpret records and data to determine validity and recommend improvements; 3. Develop a model plan for continuous organizational improvement, maximizing resource utilization for a given area to be protected; 4. Develop a plan to facilitate approval for a new program, piece of legislation, form of public education, or fire safety code based on an identified fire safety problem; 5. Appraise a community risk reduction program to meet desired program outcomes based on given risk assessment data; 6. Evaluate the inspection program of the AHJ, assessing results to determine effectiveness on given program goals, performance data and resources. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: The instructor will lead a class discussion on developing a plan to facilitate approval for a new safety program. Following the discussion, students will be given a fire safety problem and will use consensus building techniques to gain plan approval. Grading will be based on an instructor provided rubric. Objective Examinations Example: Students will be given a multiple choice test where they will identify key components of a community risk program. A traditional grading scale will be used. Example Question: The first step in determining community risk is: A. Understanding People, B. Knowledge of the Process, C. Identifying risk factors, D. None of the above. Other Example: Students will develop a five (5) minute presentation articulating the effectiveness of emergency service delivery. Grading will be based on an instructor provided rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on community risk reduction and students will provide examples of how their city's have addressed community risk. The instructor will lecture on developing a model plan for continuous organizational improvement and lead a discussion on what agencies are currently doing regarding this topic. Distance Learning Following an online instructor lecture on developing a new fire service program, students will research and develop a new program specific to a fire prevention program for grade schoolers. Programs will be posted for other students to review and provide comments. Typical Out of Class Assignments Reading Assignments 1. Students will read chapter from text on Hazard Analysis and Risk Assessment and be prepared to discuss in class. 2. Students will read provided material from NFPA 1710 (Standards of Cover) and be prepared to discuss the topic as it relates to a typical fire department in California. Writing, Problem Solving or Performance 1. Upon reviewing NFPA 1710 and classroom lecture, students will draft a model plan for continuous organizational improvement for a given area to be protected. 2. Given an identified fire safety problem, students will use consensus building techniques to gain plan approval. Other (Term projects, research papers, portfolios, etc.) Required Materials Chief Officer Principles and Practices Author: International Association of Fire Chiefs and National Fire Protection Association Publisher: Jones and Bartlett Learning Publication Date: 2021 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Meet the educational requirements for Company Officer by one of the following: completion of FIRE 0174, 0175, 0176, 0177, 0178, and 0179 with grades of “C” or better; or completion of Office of the State Fire Marshal Company Officer 2A, 2B, 2C, 2D, 2E, and Instructor I courses; or equivalent as determined by the Fire Technology Program Coordinator Hours: 40 lecture Description: Provides a basic knowledge of the emergency service requirements related to the roles and responsibilities of a Chief Fire Officer, including developing a plan for the integration of fire services resources, developing an agency resource contingency plan, evaluating incident facilities, supervising multiple resources, developing and utilizing an incident action plan, obtaining incident information to facilitate transfer of command, developing and conducting a post-incident analysis, and maintaining incident records. This course has been realigned to expanding/extended Type 3 incidents also allowed for dual certification with the NWCG S-300 Extended Attack Incident Commander course, the base course for CICCS certification as an Incident Commander Type 3 (ICT3). (not transferable) Course Student Learning Outcomes CSLO #1: Develop a plan for integrating fire services resources in the community's emergency management plan, ensuring that the role of the fire service complies with local, state/provincial, and national requirements. CSLO #2: Prioritize multiple resources and supervise their deployment in accordance with the incident action plan and agency policies and procedures. CSLO #3: Prepare an incident action plan for an operational period, determining, assigning, and placing the required resources to mitigate the incident, and applying strategies and tactics according to agency policies and procedures and incident objectives. CSLO #4: Develop and conduct a post-incident analysis in order to identify and communicate all required critical elements, and complete and process appropriate forms in accordance with policies and procedures. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 40 Outside of Class Hours 80 Total Student Learning Hours 120 Course Objectives 1. Develop a plan for integrating fire services resources in the community's emergency management plan, ensuring that the role of the fire service complies with local, state/provincial, and national requirements; 2. Justify a plan for the agency to ensure the mission of the organization is performed in times of extraordinary need when unmet resources exceed what is available; 3. Evaluate the need for and location of incident facilities, so that the location is correctly sited, clearly identified, and communicated to personnel; 4. Prioritize and supervise multiple resources and deploy them in accordance with the incident action plan and agency policies and procedures; 5. Prepare, review, validate, modify, and document an incident action plan for each operational period, determining, assigning, and placing the required resources to mitigate the incident, and applying strategies and tactics according to agency policies and procedures and incident objectives; 6. Obtain incident information from the outgoing incident commander to ensure the new incident commander has the information necessary to operate and complete the transfer of command; 7. Develop and conduct a post-incident analysis in order to identify and communicate all required critical elements, and complete and process appropriate forms in accordance with policies and procedures; 8. Maintain incident records to document required information. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Methods of Evaluation Classroom Discussions Example: The instructor will lead a class discussion on the proper way to "transfer command" based on a given scenario. Following the discussion, students will give examples of addressing proper and improper ways to transfer command, providing specific examples or justifications to their reasoning. Grading will be based on a instructor provided rubric. Objective Examinations Example: Students will be given a multiple choice test where they will identify elements of a post-incident analysis. A traditional grading scale will be used. Example Question: One of the most critical elements of a post incident analysis is: A. Identifying mistakes, B. Not placing blame, C. Improvement, D. None of the above. Projects Example: The instructor will lecture and provide direction on developing an incident action plan. Following the discussion, students will be given an emergency scenario and must develop an incident action plan and present to class. Grading will be based on an instructor provided rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on Emergency Service Response and students will provide examples of how their departments have pre-incident locations with or without agreements. The instructor will lecture on developing an Incident Action Plan on a given scenario. Following the lecture, students will work in groups to prepare an complete Incident Action Plan. Distance Learning Instructor online lecture and discussion on the proper location of incident facilities. Students will then write a report on locating incident facilities on an instructor provided fire emergency. Students will post their reports for other students to review and comment. Typical Out of Class Assignments Reading Assignments 1. Students will read the California Master Mutual Aid Agreement and be prepared to discuss in class. 2. Students will read chapter in text on preparing an Incident Action Plan and be prepared to discuss the critical elements of an Incident Action Plan for a given instructor provided scenario. Writing, Problem Solving or Performance 1. Upon reviewing the text and classroom lecture on preparing an incident action plan, students will work in groups to prepare key elements of an Incident Action Plan. 2. Upon reviewing an instructor provided case study, students will prepare a Post Incident Analysis based on the facts of the incident. Other (Term projects, research papers, portfolios, etc.) Required Materials Chief Officer Principles and Practices Author: International Association of Fire Chiefs and National Fire Protection Association Publisher: Jones and Bartlett Learning Publication Date: 2021 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Meet the educational requirements for Company Officer by one of the following: completion of FIRE 0174, 0175, 0176, 0177, 0178, and 0179 with grades of “C” or better; or completion of Office of the State Fire Marshal Company Officer 2A, 2B, 2C, 2D, 2E, and Instructor I courses; or equivalent as determined by the Fire Technology Program Coordinator Hours: 18 lecture Description: Provides a basic knowledge of the budgeting requirements related to the roles and responsibilities of a Chief Fire Officer, including developing a budget management system, developing a division or departmental budget, and describing the process for ensuring competitive bidding. (not transferable) Course Student Learning Outcomes CSLO #1: Develop a fire service budget management system to keep the division or department within the budgetary authority. CSLO #2: Outline a divisional or fire service departmental budget. CSLO #3: Describe the agency's process for ensuring competitive bidding, including developing requests for proposal (RFPs) and soliciting and awarding bids. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives 1. Develop a budget management system to keep the division or department within the budgetary authority. 2. Outline a divisional or departmental budget, determining and justifying capital, operating, and personnel costs. 3. Describe the agency's process for ensuring competitive bidding, including developing requests for proposal (RFPs) and soliciting and awarding bids. 4. Identify Alternative funding sources. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Objective Examinations Example: Students will be given a multiple choice test where they will identify key components of the Budgetary Process. A traditional grading scale will be used. Example Question: The first step in the budgetary process is: A. Planning, B. Justification, C. Budget Augmentation, D. None of the above. Projects Example: Following a lecture on creating a departmental budget, students will draft a department budget and provide justifications for each line-item. Grading will be based on an instructor provided rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on Alternative Funding Sources and lead a discussion on how these sources benefit fire departments with generating additional income. The instructor will lead a lecture on the 4-part Budgetary Process and lead a discussion each step: Formation, Transmittal, Approval and Management. Distance Learning Online instructor lecture on alternative funding sources, followed by student identify, outlining and posting various alternative funding sources with rationale for each source. Students will also comment on all other student posts. Typical Out of Class Assignments Reading Assignments Reading assignment may include reading a specific chapter of the course textbook, for example on the Budgetary Justifications, filling out a structured reading guide to promote understanding of key topics and then taking a quiz which assesses comprehension of the main ideas and important information. 2. Reading assignments may include completion of assigned articles, for example on "Cost Recovery" recording reading notes and then bringing notes to class for discussion. Writing, Problem Solving or Performance 1. Students may be assigned group activities which require students to develop a draft budget to be presented to class. 2. Students may be required to complete a short critical thinking and writing assignment which require students to justify "line-item" budget requests. Other (Term projects, research papers, portfolios, etc.) Required Materials Chief Officer Principles and Practices Author: International Association of Fire Chiefs and National Fire Protection Association Publisher: Jones and Bartlett Learning Publication Date: 2021 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of FIRE 0179 with grade of "C" or better Advisory: IS-100.B (Introduction to the Incident Command System) and IS-700.A (FEMA - National Incident Management System) Hours: 40 (24 lecture, 16 laboratory) Description: Designed for those seeking to become fire service instructors and provides the skills and knowledge needed for the intermediate level professional instructor to perform his or her duties safely, effectively, and competently. At the end of this course, candidates for Instructor II certification are able to develop lesson plans and evaluation instruments, teach and deliver instruction, and evaluate and coach other instructors. The Instructor II is also able to analyze resources and formulate a program budget. (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Formulate a technical lesson plan to include: learning objectives, outline, course materials, instructional aids, and an evaluation plan. CSLO #2: Demonstrate how to conduct a class using a lesson plan that was prepared by the instructor using multiple teaching methods. CSLO #3: Develop student evaluation instruments that evaluate performance in an objective, reliable and verifiable manner. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 40 Outside of Class Hours 48 Total Student Learning Hours 88 Course Objectives Lecture Objectives: 1. Identify the different levels of certification in the Instructor II certification track. 2. Identify the courses required for Instructor II. 3. Describe the certification task book process. 4. Describe the certification testing process. 5. Describe program management. 6. Describe instructional development. 7. Describe instructional delivery. 8. Describe evaluation and testing. 9. Describe elements of a lesson plan. 10. Describe components of learning objectives. 11. Describe methods and techniques of instruction. 12. Describe principles of adult learning. 13. Describe techniques for eliminating bias in instructional materials. 14. Differentiate types and application of instructional media. 15. Distinguish evaluation techniques. 16. Identify sources of references and materials. 17. Apply JPRs to develop enabling learning objectives. 18. Assess student needs. 19. Analyze resource needs. 20. Describe elements of a lesson plan. 21. Describe components of learning objectives. 22. Describe methods and techniques of instruction. 23. Describe principles of adult learning. 24. Describe techniques for eliminating bias in instructional materials. 25. Support types and application of instructional media. 26. Outline evaluation techniques. 27. Identify sources of references and materials. 28. Use JPRs to modify enabling learning objectives. 29. Modify instructional media. 30. Describe use and limitations of teaching methods and techniques. 31. Transition between different teaching methods. 32. Describe safety rules, regulations, and practices for training scenarios with increased hazard exposure. 33. Describe the Incident Command System (ICS). 34. Apply leadership techniques. 35. Describe effective instructional methods and techniques. 36. Determine which evaluation methods are the best measures of the desired learning outcome. 37. Describe principles of test validity. 38. Describe the components of evaluation forms. 39. Assemble evaluation instruments. 40. Determine which evaluation methods are the best measure of student feedback to the instructor. 41. Describe departmental policy as it relates to course scheduling. 42. Describe departmental scheduling processes. 43. Describe level of supervision for scheduling training. 44. Describe resource management for scheduling courses. 45. Describe agency training budget policy. 46. Describe resource management for analyzing needs and resources. 47. Determine sources of instructional materials and equipment. 48. Conduct resource analysis. 49. Describe agency policies for acquiring training resources. 50. Describe purchasing procedures. 51. Describe training resource budget management principles. 52. Describe record-keeping processes. 53. Describe departmental policies for record keeping. 54. Outline laws affecting records and disclosure of training information. 55. Analyze professional standards applicable to training records. 56. Identify data used for training records. 57. Perform training record-auditing procedures. 58. Describe personnel evaluation methods. 59. Describe supervision techniques. 60. Describe agency policy for evaluating instructors. 61. Describe effective instructional methods and techniques. 62. Provide coaching to improve instruction. Laboratory Objectives: 1. Perform basic research. 2. Develop instructional media. 3. Apply outlining techniques. 4. Apply evaluation techniques. 5. Conduct small group discussions. 6. Develop a test planning sheet or test blueprint. 7. Construct evaluation items. 8. Develop valid evaluation forms. 9. Apply observation techniques. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: Students will take a multiple-choice examination on methods of instruction. Standard Grading. Example Question: What factors combine to determine performance in training? A. Learning and motivation, B. Cognitive and psychomotor factors, C. Time and Distance, D. Interaction and participation. Reports Example: In a short report, students are to describe the training records required by the fire department. Rubric Grading. Skill Demonstrations Example: Students will develop and deliver a Psychomotor lesson plan on an assigned topic. Rubric Grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will lecture on how to develop a skills sheet for a psychomotor lesson. Each student will then develop a skill sheet on an assigned subject. Lecture: Instructor will lecture on Equal Employment Opportunity, Affirmative Action, and Americans with Disabilities Act requirements. Students will then break into groups and review provided scenarios and determine if EEO, AA, and ADA requirements were followed and present their findings to the class. Distance Learning Following and instructor lecture and demonstration on observation techniques, students will apply observation techniques while observing another students teaching demonstration. Typical Out of Class Assignments Reading Assignments 1. Student will read the material in the textbook on learning objectives and then write a learning objective for their approved subject. 2. Student will read the chapter in the textbook on training aids and develop a list of training aids they will use in their psychomotor lesson teaching demonstration. Writing, Problem Solving or Performance 1. Student will write a psychomotor lesson plan on a subject approved by the instructor. 2. Student will present a 20 minute psychomotor lesson to the class on a subject approved by the instructor. Other (Term projects, research papers, portfolios, etc.) Required Materials Fire and Emergency Services Instructor Author: International Fire Service Training Association Publisher: Fire Protection Publications, Oklahoma State University Publication Date: 2012 Text Edition: 8th Classic Textbook?: OER Link: OER: Emergency Service Instructor- Principles and Practice Author: Alan E. Joos Publisher: Jones and Barlett Publication Date: 2020 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.