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NFPA 1020 Instructor Level III (Training Program Manager) — supervisory & administrative duties, instructor & class evaluations, course & curriculum development, evaluating courses/programs/instructors, and training program administration (5 chapters, FESI Ch. 14–18)
| Chapter / Topic | Approx. Weight | Key Focus |
|---|---|---|
| Ch. 14 — Supervisory & Administrative Duties | ~20% | Empowerment, 8-step scheduling, Priority 1/2/3, budgets, FOIA, records retention |
| Ch. 15 — Instructor & Class Evaluations | ~15% | Six evaluation guidelines, private formal evaluations, course-evaluation ethics |
| Ch. 16 — Course & Curriculum Development | ~20% | 4-step curriculum model, needs/gap analysis, benefit-cost analysis, test validity/reliability |
| Ch. 17 — Evaluating Courses, Programs & Instructors | ~20% | Goals/process/outcomes-based evaluation, 360° feedback, CAR/CSR scoring |
| Ch. 18 — Training Program Administration | ~25% | Record-keeping systems, FERPA, policy/procedure/guideline, RFP/bid process, hiring staff |
This is the Training Program Manager level — you're no longer just delivering or supervising lessons, you're running the whole division: building the curriculum, evaluating whether it works, and handling the budget/policy/hiring machinery that keeps it funded and staffed.
Sharing authority/leadership with supervised instructors — requires the supervisor to relinquish some control. Celebrate achievements publicly and ASAP; resolve conflict by focusing on results, not personalities.
| Priority | Definition | Example |
|---|---|---|
| 1 | Mandated by federal/state/provincial law | Cert/recert, hazmat, respiratory protection |
| 2 | Required to meet an org/jurisdiction goal | Certify all responders to Ops-level collapse |
| 3 | Neither mandated nor required, but beneficial | Certify everyone to Tech-level "when resources allow" |
⚠️ EXAM TRAP: Priority 1 ALWAYS wins over Priority 2/3, regardless of what was already scheduled.
| Source | Character |
|---|---|
| Grant | Gov't funding for a specific project; no repayment, but accountable |
| Block grant | Consolidated, few restrictions, bolsters community involvement directly |
| Charitable donation | From service clubs/civic organizations; targeted or general |
⚠️ EXAM TRAP: A lease/lease-purchase is a METHOD of acquiring capital items — NOT itself a funding source. Money budgeted for one line item (e.g., manuals) stays there — never diverted, even to equipment.
FOIA presumes records OPEN — the burden of proving an exemption falls on the jurisdiction, not the requester. Exposure-report records must be retained as long as, or longer than, other records following an employee's retirement/termination. Personnel files, training records, and medical files are confidential.
⚠️ EXAM TRAP: Formal evaluations are ALWAYS held privately — but a signed copy still reaches the instructor within 5 business days and is filed in the personnel record.
If a documented deficiency isn't fixed after the first evaluation, hold formal meetings to determine whether supplementary training or mentoring would help — don't just re-flag it at the next annual review. Mentors must be carefully selected to ensure they model appropriate methods and behaviors.
⚠️ EXAM TRAP: NEVER edit, alter, or delete a course evaluation — it's unethical and may be a violation of the law. Turn in ALL evaluations exactly as received.
A 1–5 numeric scale allows statistical averaging across classes. Response rates run lower with no completion requirement — some programs withhold the completion certificate until the evaluation is submitted. Evaluations should address presentation skills, enthusiasm, ability to answer questions, engagement, time management, and whether students would take another class with this instructor.
⚠️ EXAM TRAP: This is NOT the same as the Four-Step Method of Instruction (Preparation/Presentation/Application/Evaluation) from earlier in the instructor series — different model, different scale (whole courses, not one lesson).
| Tool | Question It Answers |
|---|---|
| Needs analysis | What training is needed at all? (reviews standards, injury data, records) |
| Gap analysis | Where does actual performance fall short of the standard/best practice? |
| Benefit-Cost Analysis (BCA) | Is it cheaper to buy/contract (e.g., an IFSTA curriculum) than build from scratch? |
Validity = matches the learning objectives. Reliability = consistent results classifying mastery/nonmastery. Longer tests are more reliable, NOT necessarily more valid, and can eventually lose reliability too.
⚠️ EXAM TRAP: A distractor no one ever picks needs revision — it isn't separating students who know the material from those who don't.
| Method | Focuses On | Assessment Type |
|---|---|---|
| Goals-based | Meeting goals/objectives, fit with mission | Summative |
| Process-based | How it works in practice; strengths/weaknesses | Formative |
| Outcomes-based | Measurable benefit (e.g., -20% workplace injuries) | Results-focused |
⚠️ EXAM TRAP: Outcomes-based is SUMMATIVE (final benefit); process-based is FORMATIVE (ongoing function) — don't assume "outcomes" sounds forward-looking so it must be formative.
Compared to an IC's size-up — situation reports from all sides (supervisors, peers, students) reveal what one vantage point misses. Annual evaluations quantify cognitive and psychomotor performance; responses stay confidential. Statistically synthesized scores = Customer Approval Rating (CAR), a.k.a. Customer Satisfaction Rating (CSR).
⚠️ EXAM TRAP: Don't over-prescribe remediation — sometimes the fix for a struggling instructor on a brand-new course is simple orientation, not full professional development.
Recommendations should be based on gathered evidence and statistical analysis. Minimize bias by evaluating evidence for relevance and accounting for ALL relevant information. A complete evaluation report includes clear formatting, clear takeaways, strengths/weaknesses, and gaps in coverage.
| Document | Purpose |
|---|---|
| Policy | States the organization's position/intent |
| Procedure | Identifies the steps needed to fulfill a policy's intent |
| Guideline | Aids a judgment call (e.g., cancel training for weather?) |
⚠️ EXAM TRAP: FERPA only applies to organizations receiving U.S. Department of Education funding — technically OPTIONAL for most local fire departments, though recommended as best practice (no more posting scores on a bulletin board).
Capital purchases → RFP → bid process. A restrictive (sole-sourced) bid (specs only one manufacturer can meet) needs a documented variance/exemption. Bid evaluation matrix: requirements down the side, bidders across the top, scored values in the boxes.
⚠️ EXAM TRAP: A late budget request (after the initial submission) can take upward of 18 months before funding is available.
Must organize, index, and secure records — password-protected computer security limiting access to authorized personnel. Record-keeping resources include PEOPLE (trained personnel) and POLICIES (codified statements), not just software/filing systems.
Instructors must meet AHJ-mandated qualifications (e.g., NFPA 1020 Level I instructor requirements) — topic expertise only counts if the instructor can actually transmit it to students.
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