Fire Instructor II flashcards
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32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Training program manager
- The person accountable for planning, budgeting, delivering, evaluating, and documenting an organization’s training program and for ensuring instructor qualifications and compliance.
- Training plan
- A written document that sets program goals, target audiences, course schedule, resource needs, evaluation methods, and completion criteria for a defined period, usually a fiscal year.
- Instructor qualification file
- A record containing an instructor’s credentials, training, experience, evaluations, continuing education, and authorization to teach specific courses, kept current by the training program manager.
- Policy hierarchy
- Laws and adopted standards establish minimum requirements; agency policies implement them; program procedures and lesson plans must not conflict with either level.
- ADDIE model
- A five-phase instructional design process: analysis, design, development, implementation, and evaluation; evaluation results feed back into earlier phases to improve the course.
- Terminal objective
- A measurable statement of what learners must do at the end of a course, including the performance, conditions, and criterion, and linked to a job performance requirement.
- Four-step instruction method
- Preparation, presentation, application, and evaluation; the instructor explains, demonstrates, supervises practice, and tests performance before signing off the skill.
- Psychomotor domain
- The learning domain for physical skills; instruction progresses from imitation and guided practice to precise, fluent, and natural performance under realistic conditions.
- Training needs analysis
- A systematic comparison of required job performance with current performance, using task data, incident reports, observations, and tests to identify training gaps and non-training causes.
- Kirkpatrick levels
- Four evaluation levels: reaction, learning, behavior, and results; each answers a different question about trainee response, knowledge gain, on-the-job performance, and organizational outcomes.
- Gap analysis
- The difference between desired and actual performance; it is calculated by subtracting current performance from the required standard and then identifying causes.
- Formative evaluation
- Evaluation conducted during design or delivery to improve the course; data come from pilot tests, student feedback, instructor observation, and item analysis before final implementation.
- Instructor supervision cycle
- Observe instruction, compare performance with accepted criteria, document evidence, provide specific feedback, and follow up on agreed improvements within a stated time frame.
- Lesson plan fidelity
- Delivering the approved objectives, content, sequence, safety controls, and evaluation methods; any substantive deviation is documented and approved by the training program manager.
- Constructive feedback
- Feedback that is specific, timely, behavior-focused, and paired with an improvement action; it describes observed performance rather than judging the person.
- Instructor evaluation criteria
- Criteria include preparation, subject knowledge, delivery clarity, student engagement, safety compliance, assessment fairness, and adherence to the approved lesson plan and policies.
- Criterion-referenced test
- A test that compares each learner’s performance to a fixed standard or job performance requirement, not to the scores of other learners.
- Test blueprint
- A table of specifications that maps test items to objectives, content areas, cognitive levels, and desired weighting so the assessment samples the domain representatively.
- Item difficulty index
- The proportion of examinees answering an item correctly, calculated as correct responses divided by total responses; values near 0.5 often maximize discrimination.
- Inter-rater reliability
- The consistency of scores assigned by different evaluators; it is improved by behaviorally anchored rubrics, evaluator training, calibration exercises, and blind scoring when feasible.
- Training record
- A documented account of a training event that includes date, participants, instructor, objectives, materials, safety briefing, evaluations, and completion or remediation status.
- Contemporaneous documentation
- Recording training events and evaluations at or near the time they occur, using legible entries with names, dates, times, and signatures so the record is credible.
- Records retention schedule
- A policy that specifies how long each record type is kept and when it is destroyed; legal, accreditation, and agency requirements determine the minimum periods.
- Live-fire training documentation
- Records for a live-fire evolution include the safety plan, participant and instructor roster, PPE checks, fuel used, weather, water supply, briefings, and after-action review.
- Cost per student
- Total course cost divided by the number of students who complete the course; it supports comparison and budgeting but can mislead when class sizes vary.
- Budget variance
- Actual spending minus budgeted spending; a positive value is over budget and a negative value is under budget, depending on the organization’s sign convention.
- Life-cycle cost
- The total cost of acquiring, operating, maintaining, and disposing of an asset over its useful life; it is used to compare purchase, lease, or refurbishment options.
- Grant compliance
- Adhering to a funder’s rules on eligible costs, matching funds, procurement, reporting, records retention, and performance measures; violations can require repayment and affect future awards.
- Risk assessment matrix
- A tool that rates risk by combining the likelihood of an event with the severity of its consequences, producing a priority for controls and monitoring.
- Hierarchy of controls
- A ranked approach to reducing risk: elimination, substitution, engineering controls, administrative controls, and personal protective equipment, with elimination preferred and PPE least effective.
- Instructor in charge
- The designated instructor responsible for the overall live-fire training evolution, including safety plan, assignments, briefings, fire control, emergency actions, and suspension authority.
- Stop training authority
- The authority of any instructor or safety officer to immediately halt an evolution when conditions or participant behavior create an unacceptable risk, without waiting for approval.