Fire and Emergency Services Instructor: Fire Instructor I

Chapter 1 – Today’s Fire and Emergency Services Instructor

Objective
Course Fire and Emergency Services Instructor – Fire Instructor I
NFPA 1041: Standard for Fire and Emergency Services Instructor Professional Qualifications,
2019 Edition

Student Objectives

Upon successful completion of this lesson, the student shall be able to:

1. Slide 1 Define the roles and responsibilities of the Fire and Emergency Services Instructor I.
(NFPA 1041: 4.1.1, pp 6–7)
2. Identify the physical elements of the learning environment. (NFPA 1041: 4.4.2, pp 11–12)
3. Explain the importance of succession planning for the instructor. (pp 13–14)
4. Identify issues of ethics for the instructor. (p 15)
5. Explain the importance of continuing learning for the instructor. (p 15)
6. Slide 2 Describe how laws and standards apply to the instructor. (pp 17–21)
7. Explain the importance of proper recordkeeping. (NFPA 1041: 4.2.5, pp 16–17)
8. Identify three methods instructors can use to manage multiple priorities. (pp 21–23)
9. Identify professional organizations that will help in the professional development of the
instructor. (pp 24–25)
10. Identify and discuss the value and importance of coaching and mentoring the next generation
of instructors. (p 29)

Fire and Emergency Services Instructor – Fire Instructor I 1

 Fire and Emergency Services Instructor: Fire Instructor I
Chapter 1 – Today’s Fire and Emergency Services Instructor

Lesson Outline
PRESENTATION OUTLINE VISUALS/NOTES

Chapter 1: Today’s Fire and Emergency Services Instructor

I. INTRODUCTION Notes:
A. Review the Knowledge and Skills Objectives.
B. Slide 3 Instructors are the guardians of knowledge,
skills, and ability in the fire service.
1. Knowledge is wrapped up in a long tradition that
has served many generations of fire fighters well.
As protectors of that tradition, instructors look to
and rely on innovation and creativity while
constantly striving for perfect training.
C. Slide 4 In years past, firefighting training was often left
to on-the-job education.
1. The fire ground was the recruit’s training ground.
2. Formal instructors, and in some cases, formal
instruction was left to the larger departments.
D. The fire service is now being pushed to the limit by
communities that expect more out of the types of
services provided.
1. Today, fire departments rely on their instructors
both to train new recruits and to maintain the skill
levels of existing fire fighters.
II. QUALITIES OF AN INSTRUCTOR
A. A few important qualities of excellent instructors
include the following:
1. Slide 5 Desires to be of assistance to those in need,
i.e., those requiring instruction
2. Gives freely without hesitation in pursuit of
excellence (Figure 1-1)
3. Has experience in the subject matter taught
4. Gathers the newest information, technology, and
skills to remain out front and stay current with an
ever-changing work and instructional environment
5. Slide 6 Demonstrates flexibility
a. Willing to alter approaches to reach all students
6. Is motivated, bringing creativity and ingenuity to
the learning environment
B. These skills can be learned by someone who has a
desire to develop them.
1. Teaching courses
2. Being mentored, coached, and supervised by
experienced trainers

Fire and Emergency Services Instructor – Fire Instructor I 2

 3. Slide 7 The learning process never ends for those
who desire to improve their knowledge and skills.
4. Desire matched with knowledge creates great
instructors.
C. Instructors also benefit from a sense of ethics.
1. Personal beliefs
2. Interpersonal actions
3. Professional ethics
D. Slide 8 This text provides information to meet the job
performance requirements (JPRs) outlined in NFPA
1041.
1. Although the levels are identified as instructor
qualifications, in many states they may become
certification levels, with candidate prerequisites to
be completed before a certification is granted.
III. LEVELS OF FIRE AND EMERGENCY
SERVICES INSTRUCTOR
A. Slide 9 Instructor I
1. Delivers instruction from prepared materials at the
direction, and often under the supervision, of an
Instructor II or higher
2. Emphasis of this level of instructor is on the ability
to:
a. communicate effectively.
b. use various methods of instruction.
3. In many cases, the Instructor I will deliver the
majority of the fire department company training.
B. Slide 10 Instructor II
1. Responsible for all duty areas of the Instructor I and
is also able to create the training materials
C. Instructor 3
1. Typically works as an overall training program
manager
2. Oversees the entire spectrum of a comprehensive
training program, including the:
a. planning, development, and implementation of
curricula.
b. development of an evaluation plan.
c. training program budget.
IV. ROLES AND RESPONSIBILITES OF THE
FIRE AND EMERGENCY SERVICES
INSTRUCTOR I
A. Slide 11 With each role in our lives, expectations direct
our actions and allow us to evaluate our success or
failure at that role.
1. The fire service mirrors life in that it also contains
various roles, each with its own expectations and
responsibilities.
2. The instructor is an important role in the fire
service.
a. Requires dedicated and competent individuals
who can positively influence the entire fire
department

Fire and Emergency Services Instructor – Fire Instructor I 3

 3. Slide 12 The roles and responsibilities of a fire
instructor vary greatly by fire department according
to:
a. size.
b. makeup.
c. delivery system.
4. Understanding the responsibilities for the
Instructors I, II, and III is essential for success in
these key positions.
B. The role of the Instructor I include the following:
1. Slide 13 Manage the basic resources and the
records and reports essential to the instructional
process
2. Assemble course materials
3. Prepare training records and reports
4. Prepare requests for training resources
5. Schedule instructional sessions
6. Slide 14 Review and adapt prepared instructional
materials
7. Deliver instructional sessions using prepared course
materials
8. Organize the learning environment, laboratory, or
outdoor learning environments
9. Use instructional media and materials to present
prepared lesson plans
10. Adjust presentations to students’ different learner
characteristics, abilities, and behaviors
11. Slide 15 Operate and use audiovisual equipment
and demonstration devices
12. Administer and grade student evaluation
instruments
13. Deliver oral, written, or performance tests
14. Grade students’ oral, written, or performance tests
15. Report test results
16. Provide examination feedback to students
C. The relationship between training and education can be
confusing.
1. Slide 16 Education
a. The process of imparting knowledge or skill
through systematic instruction
b. Conducted through academic institutions
c. Primarily directed toward an individual’s
comprehension of the subject matter
d. Emphasis on education is relatively new.
2. Training
a. Directed toward the practical application of
education to produce an action
b. Has nearly always been considered essential
3. Slide 17 Wingspread Conference on Fire Service
Administration, Education and Research
(Wisconsin, 1966)
a. Brought together a group of leaders from the
fire service to identify needs and priorities

Fire and Emergency Services Instructor – Fire Instructor I 4

 b. They agreed:
i. a broad knowledge base was needed.
ii. an educational program was necessary.
c. Their conclusions became the blueprint for
college programs.
4. Slide 18 Fire and Emergency Services Higher
Education (FESHE) conference (1998)
a. “The Fire Service and Education: A Blueprint
for the 21st Century” document initiated a
national effort to address and update the
academic needs of the fire service.
5. Fire and Emergency Services Higher Education
conference (2002)
a. Work affirmed the soundness of the original
Wingspread model
b. Information technology was the only new
knowledge item
D. Where Do I Fit In?
1. As tough as it is to be the fire chief or part of the
command structure, instructors find themselves in a
somewhat more precarious spot.
a. Slide 19 Is the instructor a line officer, a
training officer, a fire fighter, or someone with a
specific specialty?
b. In some fire departments, line officers are
assigned to the training division as part of their
duties.
c. In volunteer organizations, the training officer
often volunteers for the job; alternatively, he or
she may be assigned to it.
2. Regardless of how you come to be assigned to
training, you may feel challenged if you are not
given the proper authority to carry out that job.
3. Slide 20 Organizational charts clearly outline
operational positions; instructors, if shown at all,
are usually found off to the side, sometimes within
a training division.
a. This disconnect creates a sense of isolation from
the fire fighters whom instructors are expected
to train.
b. Demonstrates the fire department’s lack of
respect for the role (Figure 1-2)
c. All too often, those within operations do not
view training as a high priority.
4. Slide 21 As an instructor, you must remain focused,
upbeat, positive, proactive, and true to your role
(Figure 1-3).
a. You have the power to shape the future fire
service.
b. Every member of the fire service has had an
instructor influence their career.
c. This demonstrates the importance of instruction.

Fire and Emergency Services Instructor – Fire Instructor I 5

V. THE ROLES OF AN EFFECTIVE
INSTRUCTOR
A. Slide 22 Look beyond charts and titles and instead
focus on the lasting contributions you make to
organizational health and success.
1. While the roles of a fire and emergency services
instructor are not unique to the fire service, each
role is important.
2. Understanding each of these roles can assist you in
creating and building your own tradition within the
fire department (Figure 1-4).
B. The Fire and Emergency Services Instructor as a
Leader
1. Slide 23 Instructors set the example for all fire
fighters to follow in terms of performance
excellence.
2. You must remain true to the direction set by upper
management and supportive of the mission.
3. Do not waver from the training mission by letting
the instructional environment be turned into a
debate.
4. Lead by example.
5. Part of the responsibility of leadership is to lead in a
positive manner.
a. Foster an environment that allows for error and
turns mistakes into teaching opportunities.
C. The Fire and Emergency Services Instructor as a
Mentor
1. Slide 24 Instructors are in the best position to
observe firsthand:
a. the raw talent of recruits.
b. the ongoing growth of department personnel.
2. They can support and enhance the careers of fire
fighters by:
a. identifying their talents.
b. mentoring them appropriately.
3. Instructors with mentorship abilities enhance the
fire department’s succession planning.
4. Good instructors mentor future good instructors and
leaders (Figure 1-5).
5. Slide 25 You need the respect of the trainees.
a. Can come from a title or position
b. Can come from the individual
c. If you find yourself charged with the task of
teaching those of higher rank, be prepared to
work for their respect.
6. Slide 26 Do not wait to begin building credibility
until you are asked to teach—be a professional at
your job from the first day.
a. Read to maintain your knowledge.
b. Take additional courses and training.
c. Learn how to use the internet for research.
d. Practice what you know.

Fire and Emergency Services Instructor – Fire Instructor I 6

 e. Demonstrate that you are an avid learner and
practitioner.
f. Other fire fighters will notice and respect your
knowledge and credibility.
7. Slide 27 Credibility is a direct result of your
knowledge of the subject.
a. Rank does not always equate with knowledge,
but hard work does.
b. Go over the material so you can determine the
flow of the course.
c. Read the activities carefully so you understand
the intended result.
d. Write notes in the margins of the instructor’s
guide so you have practical examples ready.
e. An ill-prepared instructor is doomed to fall
short.
8. Slide 28 Be ready to build credibility in the learning
environment as well.
a. Respect the knowledge that the students
possess.
b. Take advantage of those individuals with
specialized knowledge.
c. Do not allow yourself to be chastised.
d. Be confident in your skills.
e. Take control of the class and be a professional.
9. Slide 29 Building respect and credibility with
students is essential:
a. for those who do not have a formal position in
the fire department.
b. when teaching those with greater rank.
c. Success can be achieved with proper
preparation and implementation.
D. The Fire and Emergency Services Instructor as a Coach
1. Slide 30 Coaching is face-to-face leadership that:
a. pulls together people with diverse backgrounds,
talents, experiences, and interest.
b. encourages students to step up to responsibility
and continued achievement.
c. treats students as full-scale partners and
contributors.
2. In the fire service, we often stress the need for
teamwork in all aspects of the job.
a. Even in the fire station, much of the activity is
accomplished by a dedicated team.
3. Slide 31 In the training environment, the instructor
plays a role analogous to that of the football
coaching staff: the instructor works to prepare the
fire fighters for the next incident response.
a. The instructor studies the team’s opposition
(fire).
b. Prepares the team for what they may face on
game day (on the fire ground)
c. Slide 32 Teambuilding through practice and
repetition (Figure 1-6)

Fire and Emergency Services Instructor – Fire Instructor I 7

 d. Encourages fire fighters as they struggle with
new ideas and techniques
e. Slide 33 Must remain positive, even in tough
times
f. Supports the direction provided by general
manager (fire chief) and owners (the public)
4. Coaches and instructors lead, train, and drive their
team’s performance.
E. The Fire and Emergency Services Instructor as an
Evaluator
1. Slide 34 The instructor is in the best position to
evaluate the capabilities of a fire department.
2. Instructors must evaluate students’ learning and
competencies at many points during the training
process.
a. To do so, they must sharpen their skills in
evaluation.
3. The ability of the instructor to assess the
comprehension of the class or student accurately
can determine the pace of the training.
4. Determining the right time to introduce new
techniques or to review previously taught topics
cannot be done without the ability to evaluate.
5. Slide 35 Proper evaluations save the department
from making mistakes on the scene.
6. Instructors are in a unique position to evaluate fire
fighter capabilities and limitations.
a. In many fire departments, input from the
training division and instructors is regularly
sought by fire department leadership.
i. Fire fighter evaluations
ii. Operational directive suggestions
iii. Field testing for new standard operating
procedures (SOPs)
7. Slide 36 Instructors should also evaluate the
learning environment.
8. They must evaluate themselves as well.
a. Keeps the program proactive and on the road to
continuous improvement
F. The Fire and Emergency Services Instructor as a
Teacher
1. Slide 37 As simple as it sounds, the instructor must
be a teacher.
2. Teachers affect students in many ways—many
times positively, but unfortunately sometimes
negatively.
a. It is not just what the students learn that is
important; rather, the shaping of a fire fighter’s
demeanor, attitudes, and desires ultimately
determine how the instructor will be
remembered.
3. Slide 38 Being an effective teacher should be the
goal.
a. Mastering the interpersonal side of the
classroom can go a long way.

Fire and Emergency Services Instructor – Fire Instructor I 8

 b. The best and most remembered teachers shape
and mold the total person.
4. A true teacher helps others see their potential and
develop a path to accomplish those goals.
[Link] UP THE LEARNING
ENVIRONMENT
A. Slide 39 Every instructor should understand the effect
that the learning environment has on the ability of
students to learn.
1. You must take command of the environment and
use it to your advantage.
2. The environment comprises all environmental
factors that influence learning
a. Physical (e.g., temperature)
b. Emotional (e.g., attitudes)
3. Physical environment must be:
a. safe.
b. comfortable.
c. distraction-free.
4. Slide 40 Emotionally, the environment must be:
a. focused on instructional material.
b. apart from the contentious issues.
5. Sometimes, factors affecting the learning
environment are outside the instructor’s control.
a. If you are not careful, you may bring some
frustrations into the learning environment,
thereby impeding the learning process.
b. To avoid these mistakes, familiarize yourself
with the elements that affect the learning
environment, including the audience.
B. Physical Elements Affecting the Learning Environment
1. Slide 41 Every student who has ever taken a class
has evaluated the learning environment.
a. The best arrangements allow for the free
exchange of information
i. Student to student
ii. Instructor to student
2. Traditional school classroom setups can lead to the
formation of groups in distinct areas of the room.
a. Students tend to sit next to those with whom
they are most comfortable.
3. Slide 42 U-shape or a square or tables arranged in
groups:
a. allow face-to-face interactions.
b. Slide 43 can sometimes neutralize the hierarchy
of traditional settings (Figure 1-7).
c. allow the instructor to move among the students
freely.
d. allow improved exchange of information.
e. allow increased attentiveness of students.
4. Slide 44 Consider lighting
a. Natural light
b. Installed lighting

Fire and Emergency Services Instructor – Fire Instructor I 9

 c. Projectors and screens
d. Window blinds may be needed.
e. Improperly installed lights may make it difficult
to dim the lights enough to ensure quality
projection.
f. Conversely, dimming the lights too much may
create reading or note-taking difficulties for
students.
g. If installed lighting is causing problems,
recommend improvements to the system
through the annual department budget process.
5. Slide 45 Room temperature
a. Take entire class into account
b. Find a comfortable compromise
c. If environmental controls cannot be changed,
you may have to:
i. schedule breaks accordingly.
ii. seek improvements.
C. Emotional Elements Affecting the Learning
Environment
1. Slide 46 The instructor has a responsibility to help
protect the individual student from the emotional
letdown that comes with the inability or difficulty
to learn a new task or subject.
2. The fire service training environment includes a
wide range of student types.
3. Fast learners and those requiring more individual
efforts will challenge even the most seasoned
instructors.
4. Slide 47 The best instructors can present material
effectively for all types of learners.
a. Protect those who struggle by removing the
embarrassment of public failure
b. Use the more talented students to coach and
teach those with lesser skills
5. Learning to work within the environment
challenges you to be:
a. flexible.
b. loyal.
c. confident.
d. fair.
6. You are the visionary of the fire service.
[Link] INSTRUCTOR’S ROLE IN THE
FUTURE OF THE DEPARTMENT
A. Slide 48 The fire chief is responsible for the ultimate
success or failure of the fire department.
1. That said, every position has its own responsibility
for providing direction in support of organizational
objectives.
2. Where does the instructor fit within this scheme?
a. Often treated as an operational support
assignment
b. Viewed from one of two extremes: vitally
important or unnecessary

Fire and Emergency Services Instructor – Fire Instructor I 10

 c. Instructors may also have a rank, be scene
safety officers, or hold other responsibilities in
the department.
B. Slide 49 Wise leaders understand that instructors are
important members of the team.
1. They use their instructors to maintain their
department’s state of readiness and prepare their
fire fighters for future missions.
a. Requires you to keep ahead of the curve
b. You must be the visionary force for the
department.
c. Changes and advancements in firefighting
tactics must be reviewed and implemented
through revisions in training curriculum.
2. Slide 50 If the fire department desires a change in
operations, the instructor and training division will
be charged with educating and training fire fighters
to make that change.
a. New techniques and advancements must be
tested and made applicable to each organization.
b. You will be challenged as you introduce new
ideas that seem to conflict with established
traditions.
3. The history of the fire service is full of pertinent
examples.
a. Training for medical, hazardous materials, and
technical rescue services
b. Threats of terrorism, active shooters, and scenes
of violence present unique challenges.
C. Slide 51 Instructors must monitor the ever-changing
learning environment as well.
1. Struggles with budgets and staffing present ongoing
problems for instructors.
2. You must find new and creative ways to reach
students and present training.
3. Online training programs are gaining a foothold.
4. Instructors with the vision to see how this new
technology can be used for training purposes are
establishing virtual learning environments and
using satellite and video classrooms as effective
learning media.
D. An instructor with vision can greatly assist the fire
chief in meeting the fire department’s future
challenges.
VIII. THE INSTRUCTOR’S ROLE IN
SUCCESSION PLANNING
A. Slide 52 For any organization to survive and grow, a
continuity plan must be in place.
1. The instructor can assist in that regard by becoming
involved in succession planning.
a. Instructors are often in the best position to
recognize potential talent and leadership
qualities.

Fire and Emergency Services Instructor – Fire Instructor I 11

 2. The instructor’s role is to nurture and challenge
these fire fighters through the training program.
a. Use some fire fighters to assist in training others
b. Allow them to refine, enhance, and demonstrate
leadership qualities
3. Slide 53 The instructor may also be in the position
of providing input to ranking officers on the
performance of fire fighters in training.
a. By recommending high achievers to fire
department administrators, you assist in the
identification of future fire officers and
instructors.
b. You may also be in the best position to identify
those fire fighters who do not fit the model.
B. Slide 54 Succession planning also means looking for
future instructors who someday will take your place as
the lead instructor in your department.
1. This is something successful instructors must do.
2. Another way to approach this is to identify
someone who is capable of building on the
foundation that you have established and can move
it to the next level.
3. Opportunity to find another fire fighter who is
passionate, skilled, and has the desire to train others
C. Slide 55 The instructor walks a fine line between
operations and training.
1. In organizations with a weak operations leadership,
the instructor may become absorbed with setting the
operational direction and standards.
2. In other cases, the instructor has a formal role in
establishing policy.
3. Ensure that those policies exist to support the
direction of the operations division—not the other
way around.
4. Although you may not always agree with the
standards chosen by the operations chief, you must
accept that direction and train fire fighters
accordingly.
IX. INSTRUCTOR CREDENTIALS AND
QUALIFICATIONS
A. Walk the talk
1. Your best friend is the confidence that your
students have in your abilities and knowledge.
a. Cannot be learned in a book
2. As an instructor, you must be aware that your
success or failure might rest with the degree of
effort and preparation you put forth at the beginning
of your career in the fire service.
B. Laying the Groundwork
1. Slide 56 Good instructors are born from good
students who:
a. thrive on knowledge.
b. actively participate.
c. are not afraid to learn from failure.
d. understand the value of education.

Fire and Emergency Services Instructor – Fire Instructor I 12

 e. place themselves in learning situations.
2. Slide 57 Students attending any training program
immediately focus their attention on the instructor
as they begin looking for clues about the quality of
the program.
a. Your credibility depends on your past behavior.
b. Protect your future by acting properly in the
present.
c. Becoming a good instructor begins the day you
join the profession.
d. Always guard your credibility and integrity.
C. Meeting Standards
1. Slide 58 Training programs are not immune from
national standards.
a. Set the bar for proficiency and knowledge.
b. Establish uniformity for instructors across the
profession.
c. NFPA 1041 guides instructor trainer programs.
i. May not be the only standard instructors
must meet
2. Slide 59 A degree is awarded by an institution of
higher learning after a person has completed
acquisition of the required knowledge in a
particular field.
3. A certificate is given after attendance at a course.
4. A certification is awarded after a person has passed
an examination process that is based on a set
standard such as an NFPA Professional
Qualifications standard.
5. Slide 60 Fire chiefs and fire departments are free to
establish their own set of qualifications for
instructors.
a. An instructor teaching only one course may not
require certification but may need a certain
number of years’ experience.
b. In other cases, instructor positions maybe
reserved for those in command.
c. Some fire departments have no additional
requirements.
6. Becoming an instructor may open doors for future
promotions.
a. Meeting the qualifications of this position will
also prepare you for future leadership
assignments.
D. Continuing Education
1. Slide 61 Working within the dynamic world of the
fire service means you need to continue your own
professional growth and development.
2. Continuing education allows you to provide the
very best and up-to-date information in the learning
environment.
a. Many professions require it.

Fire and Emergency Services Instructor – Fire Instructor I 13

 3. The organization that issues the initial certification
decides what, if any, continuing education is
necessary.
a. Some states may require only proof of
continued instructional activity.
4. Slide 62 Do not rely on the requirements of outside
entities as motivation; always strive to be on the
cutting edge of the fire service.
a. Outside trainings
b. Seminars
c. Instructional conferences
E. Building Confidence
1. Slide 63 For learning to occur, students must
believe in your knowledge of the subject.
a. This does not mean you know everything.
b. Believing “the instructor is always right” could
result in the loss of credibility.
c. It does not take many times of being wrong to
lose student confidence.
2. Building and maintaining student confidence in
both the instructor and the training program go
hand-in-hand.
3. Slide 64 Build confidence.
a. Demonstrate your own commitment to
continuing education
b. Be willing to admit when you don’t know and
seek the answer
c. Be open to suggestions and ideas
d. Be careful to follow all teachings when working
on scene (lead by example)
X. ISSUES OF ETHICS IN THE TRAINING
ENVIRONMENT
A. Slide 65 The task of maintaining the public’s trust in its
fire service is held in high regard by all those who wear
the uniform.
1. Ethics reaches beyond laws and standards to define
behavior.
a. Codes of ethics spell out what is acceptable and
what is unacceptable within a fire department.
b. For many individuals, ethics is rooted in their
own values.
2. Slide 66 The issue of ethical behavior also affects
the training program.
a. Failing to hold students accountable for their
learning objectives or simply passing fire
fighters through the training program in the
interest of moving on is unacceptable.
b. Ensure that your teaching methods and learning
environment behavior are acceptable to all
students.
i. Be aware of and sensitive to the diverse
backgrounds of your students.
ii. Treat everyone equally and fairly.

Fire and Emergency Services Instructor – Fire Instructor I 14

 3. Slide 67 Effective instructors are aware of who
their students are and strive to teach all of them
with compassion and fairness and have a desire for
all of them to be successful (Figure 1-8).
B. Leading by Example: What You Do, You Teach
1. Slide 68 Instruction must extend beyond the
learning environment and into everyday operations.
2. Demonstrate ethical behavior through a “do as I say
and as I do” method.
3. Leading by good example lays the cornerstone for
training ethics.
4. Instructors must recognize early on that they are
always being watched and their actions are often
mimicked by their students.
C. Accountability in Training
1. Slide 69 Never put yourself in a position of simply
passing a student by rote.
a. It is important to document students who fail to
meet training objectives.
2. Because the training program is tasked with
preparing fire fighters for critical life-safety
operations, you must be dedicated to protecting the
program’s integrity.
a. The classroom or drill ground is no place for
favors and friendship.
D. Recordkeeping
1. Slide 70 Good records are important to any training
program, but only if those records are thorough and
accurate.
a. Maintain accurate records of program
achievements.
b. “Pencil whipping an exercise” can have
disastrous consequence during a true
emergency.
2. Slide 71 All training sessions must be documented.
a. Accuracy is critical.
b. Inaccurate records will call your credibility into
question.
c. Accurate records build confidence in the
program and sets ethical expectations.
3. Accurate recordkeeping is also a legal issue.
a. Can have a tremendous influence on the
outcome of lawsuits
E. Trust and Confidentiality
1. Slide 72 Go hand-in-hand
a. Both influences how well you can lead and
teach effectively
2. Your trust and confidentiality are critical to
students.
a. They may share personal information.
b. If someone else needs to be informed about a
problem, let the student know first.
c. Provide guidance to students about where to go
for help.

Fire and Emergency Services Instructor – Fire Instructor I 15

 3. Slide 73 Maintain the confidentiality of student
performance.
a. Test scores
b. Student evaluations
c. Attendance
d. Behavioral issues
4. Guidelines for recording and sharing this
information should be policy.
a. Instructors are often required to handle sensitive
student information and must consistently
demonstrate the ability to do so with
professionalism.
[Link] LAW AS IT APPLIES TO FIRE AND
EMERGENCY SERVICE INSTRUCTORS
A. Slide 74 Every training session exposes the instructor
and the fire department to potential liability.
1. A good working knowledge of the law, standard
operating guidelines, and the department’s own
rules and regulations will reduce potential exposure.
2. Slide 75 An understanding of the legal issues
pertaining to training is critical.
a. Federal law
b. Americans with Disabilities Act
c. Hostile work environment
d. Sexual harassment
e. State law: privacy, indemnification, injury
3. Slide 76 It is only through familiarity with the
appropriate laws that you can insulate yourself and
the fire department from potential liability.
4. Proper recordkeeping also affords some level of
protection.
a. Inadequate or incomplete records may expose
you to increased liability.
5. As an instructor, your conduct is governed by three
sources of law:
a. Federal law, which is made up of statutory laws
b. State law, which is established by each state’s
legislature
c. Policies and procedures crafted by each
individual fire department
6. Slide 77 All three sources set expectations for and
restrictions on the conduct of instructors
(Figure 1-9).
a. Nevertheless, federal and state laws differ from
a fire department’s policies and procedures;
they apply to all citizens.
7. Slide 78 A fire department’s policies and
procedures:
a. must not violate any state or federal laws.
b. represent the minimum expectations of the fire
department.
c. do not necessarily impose a legal duty.
d. are benchmarked against the national standards
or guidelines set within the fire service.

Fire and Emergency Services Instructor – Fire Instructor I 16

 e. place obligations on an instructor that are not
otherwise required by federal and state laws.
f. may also specify additional recordkeeping
requirements not set forth by state or federal
laws.
8. Slide 79 Federal law
a. Broadest: applies to all persons (e.g., ADA,
ADEA, Title VII)
9. State law
a. Somewhat narrower: applies only to the state in
which they are enacted
b. Not necessarily profession-specific
10. Policies and procedures
a. Narrowest scope
b. Designed specifically for an individual
department
11. Slide 80 The law can be used to protect instructors
from lawsuits.
a. Although national guidelines are not legally
binding on a fire department, they clearly set
out the consensus of the fire service across the
United States.
b. Should an instructor’s conduct be called into
question, the national guidelines serve as the
backdrop against which that conduct will be
judged.
12. Slide 81 Instructors have an immense responsibility
to conduct, manage, and administer training
programs.
a. With that responsibility comes the potential for
liability.
13. The instructor must be aware of the laws that
pertain to each level of instructor responsibility.
14. All certification levels of instructor will have
different applications of laws and statutes in the
performance of their duty areas.
a. Professional development is necessary.
B. Federal Employment Laws
1. Slide 82 As an instructor, you need to understand
three laws:
a. Americans with Disabilities Act. (ADA):
prohibits discrimination against a qualified
person because of a disability, where
discrimination may include hiring, firing,
promotions, and compensation
b. Civil Rights Act of 1964: prohibits
discrimination based on race, sex, or national
origin
c. Title VII of the Civil Rights Act: prohibits
discrimination that creates a hostile work
environment
2. Slide 83 In all likelihood, you will be called on to
teach or arrange instruction on each of these laws.
3. You will also encounter situations that will require
you to act or react to situations involving the
practical application of these three laws.

Fire and Emergency Services Instructor – Fire Instructor I 17

 C. Americans with Disabilities Act
1. Slide 84 A disability is a physical or mental
impairment that substantially limits one or more
major life activities.
2. Mitigating measures include medication, medical
supplies, prosthetics, hearing aids, mobility devices,
and the like.
3. Major life activities include functions such as
caring for oneself, performing manual tasks,
walking, seeing, hearing, speaking, breathing,
learning, and working.
4. Slide 85 An impairment that is episodic or on
remission is considered a disability if it would limit
a major life activity when active.
5. Although it is unlikely you will encounter physical
disabilities, you may encounter others such as
diabetes, addiction, or dyslexia.
6. Slide 86 If you are approached by an individual
alleging a disability:
a. determine whether an actual disability exists.
b. determine whether the disability can be
reasonably accommodated.
7. Reasonable accommodation is a modification or
adjustment to a job or work environment that will
enable a qualified applicant or employee with a
disability to perform the essential functions of the
job or enjoy the benefits and privileges of
employment and that does not create an undue
hardship for the employer (Figure 1-10).
a. Slide 87 Allowing a fire fighter with diabetes to
take breaks to test glucose levels
b. Modifying facilities to make them accessible
c. An undue hardship exists if the accommodation
would require significant difficulty or expense
relative to the size, resources, and nature of the
employer.
8. Slide 88 Reasonable accommodation does not have
to be provided if doing so would present a direct
threat to the health or security of others. Consider:
a. duration of the risk.
b. nature and severity of potential harm.
c. likelihood of potential harm.
d. imminence of potential harm.
9. Slide 89 ADA issues are fact driven and dealt with
on a case-by-case basis.
a. Existing rulings can provide guidance.
10. Slide 90 It is important for the instructor and
managers up the chain of command to be aware of
both the requirements of the ADA and those
personnel under their command who qualify for
reasonable accommodation under the ADA.
a. Be sure to contact a higher authority for advice.
b. Once the decision is made, it should be
documented immediately.

Fire and Emergency Services Instructor – Fire Instructor I 18

 11. Not all medical and psychological issues qualify as
disabilities under the ADA.
a. Each issue must be examined separately.
b. Also, any accommodation request must be
reasonable.
D. Freedom of Information Act (FOIA)
1. Slide 91 Govern public access to government
records, documents, and other information kept by
government bodies
2. The purpose of the act is to promote government
accountability and the public’s right to know.
3. Generally, includes the following:
a. Administrative manuals and procedures
b. Instructions to staff
c. Substantive rules
d. Statements and interpretations of policy
e. Final planning policies
f. Factual reports (such as inspection reports)
g. Information about accounts, vouchers, and
contracts involving the expenditure of public
funds
h. Names, salaries, titles, and dates of employment
for all employees and public officers
i. Meeting notes or recordings
j. All records, reports, forms, writings, letters,
memoranda, books, and papers (even if in
electronic form). This may include training
records and reports, such as training rosters.
4. Slide 92 Generally, members of the public can
make a FOIA request through designated public
officials.
a. There may be exceptions or required redactions.
b. In addition, government entities may be
required to retain public records for a specific
period of time.
5. Review the:
a. requirements of FOIA.
b. exceptions to FOIA disclosure.
c. record retention requirements in your state.
E. Records, Reports, and Confidentiality
1. Slide 93 How do you perform your job so that you
abide by the law and have protection should a
lawsuit be filed?
a. The first line of defense is always proper and
thorough recordkeeping.
a. Records should be constructed
contemporaneously and maintained for a
reasonable period of time and in accordance
with any local law.
2. Slide 94 Recordkeeping starts at the outset of each
activity.
3. Proper recordkeeping is as important as the training
you provide to your department.

Fire and Emergency Services Instructor – Fire Instructor I 19

 4. Proper documentation is essential to the
performance of your job, as is storage of the records
in an organized and secure setting.
a. Privacy Act of 1979 prohibits the disclosure of
certain information.
b. Your department likely has a policy for this.
c. Failure to abide by the confidentiality
provisions required by law or your department
could lead to liability.
5. Slide 95 Keep the following secure and
confidential:
a. Personnel files
b. Hiring files
c. Disciplinary files
6. Regardless of the type of training being provided,
recordkeeping should be a top priority as part of
risk management.
7. Slide 96 Records with sign-in sheets and the topic
presented should be maintained for all training
sessions for a period of at least five years, or longer
as required by law, including the following:
a. Handouts, training outline, and other training
materials
b. Records, reports, or memoranda
F. Copyright and Public Domain
1. Slide 97 Many materials you may want to use in
training are protected by copyright.
2. Copyright Act of 1976
a. Work is divided into protected by law or public
domain.
b. Works include written words, photographs, and
some artwork.
c. Any work published before 1923 is considered
to be in the public domain.
d. Any works published between 1923 and 1978
have a 95-year copyright protection.
e. For any works published after 1978, the author,
artist, or photographer has a copyright for life
plus 70 years.
3. Slide 98 Violation of the copyright law can result in
liability.
a. The creator of the work is eligible to recover
any damages suffered or lost profits.
4. Fair use
a. The fact that some material is protected by a
copyright does not necessarily prohibit you
from using it.
b. Examples of fair use include copying materials
for the purpose of criticizing, commenting,
news reporting, teaching, and research.
c. Ultimately depends on the nature of the
copyrighted work and how much of the work is
copied

Fire and Emergency Services Instructor – Fire Instructor I 20

 5. Slide 99 You can always contact the copyright
holder and ask permission to use that material.
a. Obtain permission in writing.
6. Whether a work is copied under the fair use
exception or with permission, it should include a
notice indicating who holds the copyright to the
work.
XII. MANAGING MULTIPLE PRIORITIES AS
AN INSTRUCTOR
A. Slide 100 Success or failure is often determined by the
ability to understand and prioritize tasks.
1. Recognition, planning, and delegation are skills that
can assist.
B. Time Management
1. Slide 101 Several methods or techniques are
available to help you make the best use of your
time.
a. Select the technique that suits your personality
and seems easy and convenient.
2. Set time aside each day to create a “to do” list.
a. Prioritize the items on this list.
b. Work your way through them.
c. Check off what you have accomplished.
3. Slide 102 Another method is to set goals for the
year and break the goals down into months and
weeks.
4. The key is to develop a system that fits your needs.
5. Be mindful of any recertification requirements for
your certifications or job position.
a. Do not wait until the last minute.
6. Slide 103 Perhaps the most important part of
successful time management is learning to prioritize
your “to do” list.
a. We spend a great deal of time on low-priority
items that are easy but distracting.
b. Practice self-discipline.
c. Balance your to-do list against that of your
organization.
d. Make sure every item supports the mission and
goals of your agency.
i. Find a balance.
C. Training Priorities
1. Slide 104 Deciding what and when to teach is just
one of the challenges.
a. In some cases, upper management may choose
to lay out the training schedule for the period
and then leave it to the instructor to decide how
to accomplish it.
b. If the fire chief takes a hands-off approach to
training, then the instructor may be asked to
develop both the schedule and the training
program’s objectives.
c. Slide 105 Training priorities may also reflect
specific community characteristics.

Fire and Emergency Services Instructor – Fire Instructor I 21

 d. Training priorities are driven by mandatory
training requirements to maintain certifications
or OSHA regulations.
2. Decisions about how precious training time should
be spent must include input from all levels of the
fire department.
a. Slide 106 Fire company officers may be able to
provide valuable insight into fire-ground
performance issues.
b. Fire chiefs may have knowledge of changes in
future missions that will require new skills.
c. Training committees may need to be established
to provide a broad-based perspective
(Figure 1-11).
D. Planning a Program
1. Slide 107 The level of success of any training
program is directly proportional to the planning
efforts.
a. Personnel
i. On-duty schedules must be considered.
ii. Instructors dealing with volunteer or part-
time fire fighters must take availability of
personnel into account.
iii. Holidays, vacations, multiple shifts, injuries,
and illnesses all affect the need to
reschedule or make up lost training
opportunities.
b. Slide 108 Facilities and equipment
i. The program must also plan for the use of
training facilities and equipment.
ii. In some cases, outside instructors with
special expertise may need to be scheduled.
2. Training program schedules and completion
requirements must be established well in advance
and communicated clearly to all.
a. Once established, training schedules need to be
followed as closely as possible.
b. Changes should be implemented with as much
advance notice as possible.
3. Slide 109 In some locations, a learning environment
may be shared, causing the potential for overlap,
last-minute cancellations, or location changes.
4. Given the very nature of emergency services, it is
always difficult to schedule training and execute it
according to schedule without interruption.
5. In a combination or volunteer organization,
conflicting priorities of personal and professional
life outside the fire station make the program
management portion of fire service training all the
more important.
6. Slide 110 Program management aspects of running
a training division and training program include
many basic management skills.
a. Administration of training policy and
procedures
b. Training recordkeeping systems

Fire and Emergency Services Instructor – Fire Instructor I 22

 c. Selection of instructional staff
d. Review of curricula
e. Design of programs and courses
7. Slide 111 Instructors also need to plan the content
of individual training sessions.
a. Doing otherwise can erode confidence in the
instructor’s abilities
b. Contingencies must be built in.
i. If dedicated training equipment is not
available
ii. How missed training sessions will be made
up
iii. Make-up sessions must be just as good as
original training.
iv. Time should be planned to eliminate
distractions.
8. The need to respond to an emergency can interrupt
even the best-laid plans.
E. Training Through Delegation
1. Slide 112 Planning and scheduling for a multitude
of priorities, developing and reviewing curricula,
evaluating program effectiveness, coaching and
mentoring students, and instructing all place
enormous demands on the instructor’s time.
a. Without assistance, it is easy to become burned
out.
2. One way to minimize the potential for burnout is
through delegation.
a. Watch for students who show initiative or
interest.
b. Slide 113 Learning can be achieved through
delegation, and you can obtain valuable
assistance.
3. Delegate only those tasks where a student has
shown competency and where such a hand-off of
responsibilities will not jeopardize the safety of
other students.
XIII. PROFESSIONAL DEVELOPMENT
A. Slide 114 The instructors who most influenced you
most likely actively sought opportunities to learn.
1. The fire fighter who once sat in the audience taking
notes is now on the stage leading the discussion and
is respected by his or her peers as a leader in the
profession.
2. An important part of becoming a quality instructor
is having the basic desire to always improve and to
become a better fire service professional.
3. Slide 115 Both you and the fire department benefit
when you develop into a respected instructor.
4. Being an instructor carries a great deal of
responsibility.
a. When a fire fighter is injured or killed in the
line of duty, some of the first items reviewed
and scrutinized are the training records and the
qualifications of the instructors who taught that

Fire and Emergency Services Instructor – Fire Instructor I 23

 fire fighter.
b. Keeping up-to-date on all changes and
improvements in the fire service is a difficult
but critical task.
B. Staying Current
1. Slide 116 Subscribe to trade magazines to stay up to
date on trends and new developments in the fire
service.
a. Read other professional magazines in related
fields.
2. Numerous websites offer volumes of information at
minimal or no cost:
a. Colleges
b. Professional journals
c. Professional organizations
d. National Fire Academy and state fire academies
e. Government agencies
f. NFPA
3. Slide 117 One drawback to information found on
the internet is the sometimes-questionable accuracy
of the content presented.
a. If you use material from the internet, you need
to verify the authenticity of the source and the
accuracy of the information presented.
b. Inaccurate information hurts the reputation of
the instructor and may put students in harm’s
way.
c. The internet is a tool and, just like with any
other tool, you need to know how to use it
properly.
C. Higher Education
1. Slide 118 Another method you can use for personal
and professional development is to pursue a degree
from an institution of higher education.
a. Many community or state colleges now offer
degrees in fire science, emergency management,
homeland security, or communication.
2. Higher education has become more accessible
today than ever before, with degrees being offered
by traditional colleges as well as online programs.
a. Slide 119 One big advantage of pursuing an
online degree is the convenience and flexibility.
b. Some higher education programs also offer a
blended learning format.
c. Check the institute’s accreditation before
obtaining an online degree.
i. Your degree will not be recognized by other
schools or your employer if your program is
not accredited.
3. Slide 120 An increasing number of departments
have begun requiring an advanced degree for
promotion.
a. Other departments offer financial incentives for
engaging in continuing education.

Fire and Emergency Services Instructor – Fire Instructor I 24

 4. Take some time to investigate the many possible
funding sources for which you may qualify.
a. Your fire department or city may have a tuition
reimbursement program.
b. Slide 121 The federal government provides
grants that are awarded to thousands of students
every year.
c. If you served in the armed forces, you may
qualify for funding as a veteran.
d. Many local charitable organizations also
provide scholarships.
e. Do not assume you can’t afford it.
5. Slide 122 A major incentive for obtaining a
bachelor’s degree is the requirement in place at the
National Fire Academy that requires an advanced
degree to be eligible to enter the Executive Fire
Officer Program.
a. Considered by many to be a key to promotion as
a chief officer
b. A desirable qualification
D. Conferences
1. Slide 123 Attendance at conferences, workshops, or
seminars also offers you a chance to increase your
skills and knowledge as an instructor (Figure 1-12).
2. Some conferences provide hands-on training
opportunities, whereas others are limited to
classroom lectures or presentations.
3. Slide 124 Fire Department Instructors Conference
a. Held each spring in Indianapolis, Indiana
b. Offers a wide range of courses for everyone in
the fire service
c. Many courses are directed at the instructor to
improve presentation skills and research
techniques and provide new learning tools for
instruction and a variety of other skills.
4. Other instructor conferences are held at the local
and regional levels.
5. Slide 125 Regardless of which type of conference
you choose to attend, take advantage of each and
every opportunity to learn from your peers.
6. Look for instructional learning opportunities in
clubs, community organizations, and community
college courses.
7. Take advantage of the opportunities at these
conferences and workshops to network with other
instructors.
a. Networking is a powerful addition to your
toolbox that can open the door to sharing or
collaborating on an idea and developing a new
methodology or course.

Fire and Emergency Services Instructor – Fire Instructor I 25

 8. Slide 126 “How does the department benefit from
this investment?”
a. The real benefit comes from instructors who
return from the conferences or workshops and
improve the way they teach or share new
information with their fellow fire fighters and
instructors.
b. What you are really doing when you network is
creating a web of friends, making it more likely
you have the resource you need when the time
comes.
i. Give-and-take system
ii. Be a giver; helping others creates a powerful
network
iii. Be genuinely interested in the success of
others
E. Lifelong Learning
1. Slide 127 Remember the basics.
a. Continually brush up on your existing
presentation skills and learn new ones.
2. Instructors who are willing to learn new
methodologies to present information become
valuable assets to the organization.
a. Just as important as reading magazines,
networking, or going to college
b. Great instructors are lifelong teachers who love
to teach.
3. Slide 128 An important skill to add to your toolbox
is the acknowledgment and acceptance of the
changes we are seeing in the fire service.
a. The new generation of fire fighters is more
diverse and has a strong understanding of
technology.
b. Effective instructors should recognize that
today’s students are different and learn how to
teach them.
4. Slide 129 Our job as instructors is to learn whatever
methods will enable us to teach life-saving skills to
those students whom we are responsible for
teaching and training.
a. Part of being an effective instructor is learning
to scan the horizon for industry trends and to
anticipate which will pan out.
b. Part of this scanning process involves looking
for new ways to enhance your skills and
abilities.
F. Professional Organizations
1. Slide 130 There are many professional
organizations that you can join to help in your
professional development:
a. National
b. State
c. Local
d. Regional
e. Provincial

Fire and Emergency Services Instructor – Fire Instructor I 26

 f. County
2. Regardless of the level, these organizations provide
many opportunities to network, share resources, and
develop contacts.
3. Some are very formal and highly structured,
whereas others are more informal and relaxed.
4. Slide 131 International Society of Fire Service
Instructors
a. Actively supports the professional development
of the fire service through its push for qualified
instructors teaching quality material
b. Partners with other agencies to develop model
curriculums and instructional resources
c. Participates in state, local, and national
instructor training events, including the FDIC,
along with hosting its own national conference
5. Slide 132 National Fire Academy
a. The nation’s “Fire University”
b. You can attend six-day or two-week courses
that teach you how to develop lesson plans and
build courses.
c. Supports FESHE initiative and Executive Fire
Officer Program (EFOP)
6. Slide 133 The FESHE initiative is intended to bring
together representatives from colleges and
universities to develop a standardized degree format
and model curricula.
a. Another purpose of the FESHE initiative is to
develop a career path for those seeking to be
chief officers.
b. The National Professional Development Model
summarizes the combination of education,
training, certification, and experience that leads
to the development of a well-rounded and fully
developed fire officer.
7. Slide 134 EFOP provides senior officers with the
tools they need to become leaders of the future.
a. Application only
b. Criteria found on the FEMA website
c. Of the many positions in the fire service,
instructors have one of the most crucial roles in
influencing the future of their organizations and
the fire service in their communities.
d. Major time commitment: four-year program
including on-site courses and applied research
projects
e. EFOP Graduate Symposium serves as an
opportunity for EFOP graduates to renew
friendships, network, and “charge their
batteries” as leaders in their organizations.

Fire and Emergency Services Instructor – Fire Instructor I 27

XIV. THE NEXT GENERATION
A. Slide 135 A true mark of a great leader is his or her
willingness to plan to be replaced.
1. Succession planning is the process of identifying
others within the department who could be
mentored and coached to replace you and to carry
out the functions you perform.
2. The concept of training your replacement can be
very difficult and challenging to handle on an
emotional level.
a. Slide 136 You are moving up and onward to
something new.
b. You can select someone who shares your ideals
and goals, ensuring your legacy is felt for many
decades (Figure 1-13).
B. Identifying
1. The process of selecting those whom you would
like to mentor, coach, and develop
2. Slide 137 Look for:
a. the quick learner: look for those who truly
understand how, why, and when (and when
not).
b. individuals who expect 110 percent and inspire
others by leading by example.
c. individuals who are competent and
knowledgeable as fire fighters; this type of fire
fighter stands out and is respected by his or her
peers.
d. individuals who possess organizational and
preparation skills.
e. individuals who understand and exercise time
management skills.
f. fire fighters with a passion for the fire service;
passion is contagious and can push a crew or a
training division to move to the next level.
3. Slide 138 Ask oral interview questions.
a. Assume that you are hired to be the training
officer and have been approached by members
of a fire company who complain that their
officer treats training as an unimportant issue
and spends as little time as possible on drills.
The members respect the officer as a good fire-
ground commander but claim that he has no
appreciation for training and does little to
support the training program. Which action
would you take in this situation?
b. Why are you interested in becoming the training
officer? What have you done to prepare for this
position?
c. Which personal attributes that you possess will
be of the greatest benefit to you in fulfilling the
duties of this position?
d. Do you have any plans for personal
development that will benefit you in this
position?

Fire and Emergency Services Instructor – Fire Instructor I 28

 e. Throughout the course of the year, members of
the department may need motivation, direction,
and guidance regarding professional training
and education needs. Do you see this as part of
your role as training officer? Why or why not?
If so, briefly describe your thoughts on how you
can best provide this need.
f. What is your top priority or priorities that would
have to be accomplished in the first three
months?
g. Describe specifically how you will gain the
support, backing, and assistance of those
company officers who do not consider training
to be a high priority.
h. One of the responsibilities of this position will
be to function as the on-scene safety officer at
incidents. Have you had prior experience in this
type of position? Also, explain your philosophy
and approach to the position of scene safety
officer.
i. How would you structure, document, and
provide follow-up to ensure that all personnel
complete required training?
j. How would you structure training sessions to
accomplish training and maintain district
coverage?
k. Assuming this department is a combination
department of full-time and part-time personnel,
which additional challenges do you anticipate in
developing and conducting training for this type
of structure?
l. What is your philosophy regarding the role of
the company officer in training?
4. Written/practical evaluation questions may include
the following:
a. Prepare a written plan (not to exceed three
pages, single-sided) describing how you will
structure, conduct, and document the self-
contained breathing apparatus (SCBA) training
program.
b. Full-time personnel hired by the department are
required to have prior certification as a Fire
Fighter II. These individuals, once hired, are
placed directly on shift. A current training issue
is to develop a 40-hour program to provide an
orientation to the department and complete a
basic assessment of skill levels. Prepare a
written plan (not to exceed three pages, single-
sided) of how you would structure, conduct, and
document a new fire fighter
orientation/assessment program.

Fire and Emergency Services Instructor – Fire Instructor I 29

 c. An important aspect of department training
programs will be the addition of certification
courses that are in compliance with the state’s
certification or training requirements. Prepare a
written plan (not to exceed three pages, single-
sided) detailing the steps that will be needed to
implement an in-house fire apparatus engineer
program.
C. Mentoring
1. Slide 139 A tool you can use to nurture and develop
a fire fighter who has the basic skills and abilities to
become a great instructor
2. As a mentor, you select an individual to begin the
process as either a formal or an informal protégé.
a. Your role as a mentor is to demonstrate how to
perform functions or skills and to explain and
answer questions.
b. Most importantly, you act as a sounding board
if your protégé has a problem.
3. A solid mentoring program
a. The mentor’s job is to promote intentional
learning and to provide opportunities for the
protégé to learn and grow. This does not mean
that you throw your protégé to the wolves and
walk away; rather, it means that you give your
protégé opportunities to teach or demonstrate a
skill while you watch.
b. As a mentor, you need to share your
experiences, both good and bad. Learning
comes from both positive and negative
experiences.
c. The mentoring process takes time, and patience
needs to be shown on the part of both the
mentor and the protégé.
d. Mentoring is a joint venture and requires both
parties to be actively involved in the process.
4. Sometimes the identification and selection process
does not work as anticipated.
a. Learn and grow from the experience by
understanding why the process failed and then
learning from it.
b. This allows everyone to part on good terms and
leaves the door open to future contact.
D. Coaching
1. Slide 140 The difference between mentoring and
coaching is subtle.
a. Coaching is the process of helping an individual
see his or her abilities and come up with
solutions independently.
b. Part of the coaching process consists of
allowing the fire fighter who you are mentoring
the opportunity to develop technical and
educational skills.
2. Coaching also requires that you evaluate those
persons whom you are grooming to replace you.
a. Can be formal or informal

Fire and Emergency Services Instructor – Fire Instructor I 30

 b. Feedback helps your protégé grow and improve.
E. Sharing
1. Slide 141 To be successful in succession planning,
you must mentor and coach with a giving attitude.
a. Not only do you need to take your protégé
under your wing, you also need to do so with a
sharing attitude.
b. You must be willing to share everything that
has made you such a successful instructor.
c. Share your knowledge and insight with your
protégé as he or she takes on the responsibilities
of training others.
d. Don’t let him or her repeat all of your mistakes,
which wastes time and effort.
e. When you share what you know with others and
help others excel, you benefit both personally
and professionally.
f. Sharing moves both you and the department
forward.
XV. SUMMARY OF INSTRUCTOR I DUTIES
A. Slide 142 At the Instructor I level, the instructor is
beginning to develop basic skills.
1. Even at this basic level, the instructor must have the
basic skills to be effective in delivering the assigned
material.
2. The instructor at this level exercises leadership in
presenting the material in a way that instills
confidence in students and helps build the team.
3. In the process of presenting lesson material, the
instructor uses mentoring and coaching skills that
will help students obtain new knowledge and build
the necessary skills to perform their jobs as part of
the organization.
4. Slide 143 As part of the teaching role, the Instructor
I evaluates student performance to ensure
competency in learning and demonstrating the new
knowledge and skill sets.
B. A critical aspect of the Instructor I role is accurate and
thorough recordkeeping, along with reporting and
recording test scores and other evaluative information
from the course.
1. This type of documentation might not seem
important at the time, but future events might
require documentation.

Fire and Emergency Services Instructor – Fire Instructor I 31

SUMMARY
• Slide 144 NFPA 1041 categorizes instructor duties into
three classifications:
o The Fire and Emergency Services Instructor I is able to
deliver presentations from a prepared lesson plan, adapt
lesson plans to meet the needs of a jurisdiction,
organize the learning environment, and provide
appropriate recordkeeping.
o Slide 145 The Fire and Emergency Services Instructor
II meets the requirements of Instructor I and is able to
develop lesson plans, schedule training sessions, and
supervise other instructors.
o The Fire and Emergency Services Instructor III meets
the requirements of Instructor II and is able to develop
training curricula for single or multiple organizations,
conduct needs analysis, develop training goals and
implement strategies, and develop a comprehensive
program and instructor evaluation plan.
• Slide 146 Instructors can have a wide range of ranks,
ranging from fire fighter to chief of department.
• Instructors will act in a variety of roles, including leader,
mentor, coach, evaluator, and teacher.
• Both physical considerations and emotional issues
influence the learning environment.
• Slide 147 Instructors have a responsibility to stay current
on topics and aid in succession planning.
• Instructors regularly face ethical dilemmas that require
them to make value-based judgments.
• Learning is a lifelong process. An important part of
becoming a quality instructor is having the basic desire to
always improve and to become a better fire service
professional.
• Slide 148 Professional development can take the form of
training, certifications, and formal education.
• Professional development can be achieved by participating
in local, state, and national organizations and by attending
training conferences.
• Slide 149 Networking is a powerful tool that can open the
door to sharing or collaborating on an idea and developing
a new methodology or course.
• It is important to keep your teaching skills sharp and
current. As you grow in your knowledge, stay current with
the types of students entering the fire service. Test yourself
by teaching a class and be honest with yourself about how
effective you were.
• Slide 150 Succession planning is the process of developing
individuals who can be mentored and coached to take the
lead in the future of the fire department.

Fire and Emergency Services Instructor – Fire Instructor I 32

• One benefit of training your replacement is that you can
select someone who shares your own ideals and goals,
thereby ensuring that your training program will continue
after you leave. Through this legacy, your influence could
be felt for many decades in the department.

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