2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title: 	Fire Instructor
Program Type:	Career Preparatory
Career Cluster:	Law, Public Safety & Security

PSAV	
Program Number	P430207	
CIP Number	0743029900	
Grade Level	30, 31	
Standard Length	120 Hours	
Teacher Certification	FIRE FIGHT @7    7G	
CTSO	N/A	
SOC Codes (all applicable) 	25-1194  Vocational Education Teachers, Post-secondary	
Facility Code	http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm 	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	
Basic Skills Level	Contact the Florida Department of Financial Services/State Fire College for information regarding basic skills.	

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Law, Public Safety and Security career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Law, Public Safety and Security career cluster. 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of one occupational completion points.

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S.  Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44(3)(b), F.S.

The following table illustrates the post-secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	
A	FFP0160	Fire Instructor I	40 hours	25-1194	
B	FFP0161	Fire Instructor II	40 hours	25-1194	
C	FFP0162	Fire Instructor III	40 hours	25-1194	

Special Notes

Instructor I, II and III Requirements: 

Instructor I
•	Minimum 6 years’ experience with organized fire department
•	High school graduate
•	Physical ability to perform tasks
•	Completion of Fire Service Course Delivery
•	Pass state test
•	May teach courses in which they are certified 

Instructor II
•	Same as Instructor I plus:
•	Associates degree or higher
•	Completed Fire Service Course Design
•	May teach any class recognized by Bureau of Fire Standards and Training (BFST) that they can provide verification of successful completion of said class

Instructor III
•	Same requirements and approved teaching assignments as Instructor II except:
•	Requires bachelor’s degree or higher
•	No state testing required at this time

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Understand adult learning strategies and concepts.
02.0	Begin an active training program.
03.0	Gain leadership of the training group.
04.0	Give presentations and lead discussions.
05.0	Facilitate structured activities and promote team learning.
06.0	Conclude and evaluate an active training program.
07.0	List and describe the five phases of the instructional design process.
08.0	Construct goals and objectives for a class.
09.0	Explain how a lesson plan is used.
10.0	Develop a plan for professional development as a fire service instructor.
11.0	Describe the role of mentors.
12.0	Identify various continuing professional development opportunities.
13.0	Discuss the value of using a library as fire service instructors.
14.0	Describe research as it pertains to the fire service instructor.
15.0	Describe various ways to obtain professional development opportunities.
16.0	Describe Fire and Emergency Services Higher Education (FESHE) and how it affects the fire service instructor.
17.0	Discuss the benefits of Training Resources and Data Exchange (TRADE) to the fire service Instructor.
18.0	Establish a classroom environment that meets the legal ramifications as specified by local, state, and federal rules, regulations, and standards.
19.0	Discuss the NFPA role in standards development.
20.0	List and relate the various NFPA standards relative to the fire service instructor.
21.0	List and discuss the role of local, state, and federal agencies relative to the fire service instructor.
22.0	Define negligence and its effect on the fire service instructor.
23.0	Describe what constitutes harassment.
24.0	Discuss academic honesty and privacy issues.
25.0	Explain the effects of ADA relative to fire service instructors.
26.0	Explain copyright and how it applies to instructors.
27.0	Construct, administer, and evaluate an assessment instrument.
28.0	Define the four levels of evaluation.
29.0	Differentiate between summative and formative evaluation.
30.0	Define the different kinds of tests.
31.0	Discuss the difference among the various types of tests.
32.0	List various sources for tests.

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Fire Instructor 
PSAV Number:	P430207

Course Number:  FFP0160 
Occupational Completion Point:  A
Fire Instructor I – 40 Hours – SOC Code 25-1194	
01.0	Understand adult learning strategies and concepts--The student will be able to:	
01.01	Understand the nature of adult learning.	
01.02	Discuss the concerns about active training.	
01.03	Understand the concepts involved in the delivery of active training.	
02.0	Begin an active training program--The student will be able to:	
02.01	Prepare mentally to instruct.	
02.02	Arrange the physical training environment.	
02.03	Greet participants and establish rapport.	
02.04	Get the best from the first thirty minutes of training.	
02.05	Review the agenda.	
02.06	Invite feedback to the agenda.	
03.0	Gain leadership of the training group--The student will be able to:	
03.01	Set group norms.	
03.02	Control timing and pacing.	
03.03	Get the group’s attention.	
03.04	Increase student receptivity to leadership.	
03.05	Handle problem situations. 	
04.0	Give presentations and lead discussions--The student will be able to:	
04.01	Know their group.	
04.02	Organize their presentation.	
04.03	Watch their body language.	
04.04	Add visual aids.	
04.05	Make smooth transitions. 	
05.0	Facilitate structured activities and promote team learning--The student will be able to:	
05.01	Structure activities.	
05.02	Facilitate team learning.	
06.0	Conclude and evaluate an active training program--The student will be able to:	
06.01	Review program content.	
06.02	Obtain final questions and concerns.	
06.03	Promote self-assessment.	
06.04	Focus on back-on-the-job applications.	
06.05	Express final sentiments.	
06.06	Evaluate the program.	
	
Course Number:  FFP0161 
Occupational Completion Point:  B
Fire Instructor II – 40 Hours – SOC Code 25-1194	
07.0	List and describe the five phases of the instructional design process.	
08.0	Construct goals and objectives for a class.	
09.0	Explain how a lesson plan is used.	
10.0	Develop a plan for professional development as a fire service instructor.	
11.0	Describe the role of mentors.	
12.0	Identify various continuing professional development opportunities.	
13.0	Discuss the value of using a library as fire service instructors.	
14.0	Describe research as it pertains to the fire service instructor.	
15.0	Describe various ways to obtain professional development opportunities.	
16.0	Describe Fire and Emergency Services Higher Education (FESHE) and how it affects the fire service instructor.	
17.0	Discuss the benefits of Training Resources and Data Exchange (TRADE) to the fire service Instructor.	
18.0	Establish a classroom environment that meets the legal ramifications as specified by local, state, and federal rules, regulations, and standards.	
19.0	Discuss the NFPA role in standards development.	
20.0	List and relate the various NFPA standards relative to the fire service instructor.	
21.0	List and discuss the role of local, state, and federal agencies relative to the fire service instructor.	
22.0	Define negligence and its effect on the fire service instructor.	
23.0	Describe what constitutes harassment.	
24.0	Discuss academic honesty and privacy issues.	
25.0	Explain the effects of ADA relative to fire service instructors.	
26.0	Explain copyright and how it applies to instructors.	
27.0	Construct, administer, and evaluate an assessment instrument.	
28.0	Define the four levels of evaluation.	
29.0	Differentiate between summative and formative evaluation.	
30.0	Define the different kinds of tests.	
31.0	Discuss the difference among the various types of tests.	
32.0	List various sources for tests.	
	
Course Number:  FFP0162 
Occupational Completion Point:  C
Fire Instructor III – 40 Hours – SOC Code 25-1194	

This is not a stand-alone course but the below requirements: 

•	Same requirements and approved teaching assignments as Instructor II except:
•	Requires bachelor’s degree or higher
•	No state testing required at this time	

Additional Information

Laboratory Activities

Laboratory activities are an integral part of this program.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students. 

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Basic Skills (if applicable)

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics 10, Language 10, and Reading 10.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.  

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf.  

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

This program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

For details on statewide articulation agreements which correlate to programs and industry certifications, refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.