1、NFPA1041 Standard for Fire Service Instructor Professional Qualifications 2012 Edition NFPA, 1 Batterymarch Park, Quincy, MA 02169-7471 An International Codes and Standards Organization Become a MemberSubscribeto theRegister forSeminars, Webinars, and Online CoursesVisit theNFPA CatalogNOTICE AND DI
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25、012 National Fire ProtectionAssociation.All Rights Reserved.NFPA1041Standard forFire Service Instructor Professional Qualifications2012 EditionThis edition of NFPA 1041, Standard for Fire Service Instructor Professional Qualifications, wasprepared by the Technical Committee on Fire Service Instructo
26、r Professional Qualificationsand released by the Technical Correlating Committee on Professional Qualifications. It wasissued by the Standards Council on December 13, 2011, with an effective date of January 2,2012, and supersedes all previous editions.ThiseditionofNFPA1041wasapprovedasanAmericanNati
27、onalStandardonJanuary2,2012.Origin and Development of NFPA 1041In 1971, the Joint Council of National Fire Service Organizations (JCNFSO) created theNationalProfessionalQualificationsBoardfortheFireService(NPQB)tofacilitatethedevel-opmentofnationallyapplicableperformancestandardsforuniformedfireserv
28、icepersonnel.On December 14, 1972, the Board established four technical committees to develop thosestandards using the National Fire Protection Association (NFPA) standards-making system.The initial committees addressed the following career areas: fire fighter, fire officer, fireservice instructor,
29、and fire inspector and investigator.In compliance with this direction, the Technical Committee for Fire Service Instructor Quali-fications met in several general sessions and subcommittee sessions in 1973, 1974, and 1975. Asurvey was conducted through the State Directors of Fire Service Training in
30、an effort to obtaininformation on existing qualifications for fire service instructor. A great deal of material was re-viewed by the committee. Through this information and much committee deliberation, andthrough the courtesy of the Delaware State Fire School, a training program flow chart was con-s
31、tructed. From this chart, the committee identified four distinct levels of instructor responsibili-ties: (1) to teach; (2) to develop teaching material; (3) to supervise the teaching staff and pro-gram; and (4) to manage, budget, and implement the program. From this chart, the committeeendeavored to
32、 establish a series of objectives for four instructor levels and to identify curriculumthat would aid instructor candidates in meeting these objectives.In the report of the Wingspread Conference, 1966, certain criteria for Fire Service Profes-sionalization were adopted. One criterion stated was “Pro
33、fessionalization Begins with Educa-tion.”Tothisend,keepinginmindthatthequalityofanyeducationalprogramisonlyasgoodas its instructional staff, the Fire Service Professional Standards Committee for Fire ServiceInstructor Qualifications provides these standards. This standard was first issued in 1976 an
34、dwas revised by the Fire Service Instructor Qualifications Committee in 1981 and 1987.The original concept of the professional qualification standards, as directed by the JCNFSOandtheNPQB,wastodevelopaninterrelatedsetofperformancestandardsspecificallyforthefireservice. The various levels of achievem
35、ent in the standards were to build on each other within astrictly defined career ladder. In the late 1980s, revisions of the standards recognized that thedocumentsshouldstandontheirownmeritintermsofjobperformancerequirements(JPRs)foragivenfield.Accordingly,thestrictcareerladderconceptwasabandoned,ex
36、ceptfortheprogres-sion from fire fighter to fire officer. The later revisions, therefore, facilitated the use of the docu-ments by other than the uniformed fire services.In 1990, responsibility for the appointment of professional qualifications committees andthe development of the professional quali
37、fications standards was assumed by the NFPA. TheCorrelating Committee on Professional Qualifications was appointed by the NFPAStandardsCouncil in 1990 and assumed the responsibility for coordinating the requirements of all ofthe professional qualifications documents.10411NFPAand National Fire Protec
38、tionAssociation are registered trademarks of the National Fire ProtectionAssociation, Quincy, Massachusetts 02169.The intent of the technical committee was to develop clear and concise JPRs that can be used to determine that anindividual, when measured to the standard, possesses the skills and knowl
39、edge to perform as a fire service instructor.The committee further contends that these JPRs can be used in any fire department in any city, town, or privateorganization throughout North America. The 1996 edition of the standard was revised based on a complete job taskanalysisforthepositionoffireserv
40、iceinstructor.ThedocumentwasreformattedintoaJobPerformanceRequirementformat.All JPRs were reviewed to ensure they were up-to-date and job-related.The Level IV instructor requirements were dropped because these requirements essentially dealt with managing atraining program. The technical committee wa
41、s asked to concentrate on the requirements for the instructor/developer,and not cover management issues pertaining to administering and running a training program.For the 2002 edition, the 1996 edition of the standard was reviewed by the technical committee, and the documentwas formatted to comply w
42、ith the Manual of Style for NFPATechnical Committee Documents.In the 2007 edition, the technical committee made changes to provide consistency within the Professional Qualifi-cations project as directed by the technical correlating committee, and updated reference documents.As one of the original pr
43、ofessional qualification documents, NFPA 1041 has withstood the test of time and is stillrelevant to todays fire service.The 2012 edition addresses current educational methodologies, which have instructorsemphasizing safety and distinguishing methods and techniques of instruction. There is greater r
44、esponsibility forinstructors as they prepare requests for resources, review job performance requirements, and schedule instructionalsessions. Under NFPA 1041, developing techniques to recognize cultural diversity, bias, and discrimination whenconsidering instruction, materials, and learning environm
45、ent has become a fundamental feature for instruction. Thetechnical committee has identified technology-based teaching and learning as a means for delivery that fire serviceinstructors should be skilled in and have some background knowledge of how such delivery works.10412 FIRE SERVICE INSTRUCTOR PRO
46、FESSIONAL QUALIFICATIONS2012 EditionTechnical Correlating Committee on Professional QualificationsWilliam E. Peterson, ChairPlano, TX MRep. International Fire Service TrainingAssociationStephen P. Austin, State Farm Insurance Companies,DE LRep. TC on Traffic Control Incident ManagementProfessional Q
47、ualificationsJohn Michael Brackin, Blackhawk Technical College,WI LRep. TC onAccreditation adapt lesson plansto the unique requirements of the students and authorityhaving jurisdiction; organize the learning environment sothat learning and safety are maximized; and meet therecord-keeping requirement
48、s of the authority having juris-diction.3.3.2.2 Instructor II. A fire service instructor who, in addi-tion to meeting Instructor I qualifications, has demon-strated the knowledge and ability to develop individual les-son plans for a specific topic including learning objectives,instructional aids, an
49、d evaluation instruments; scheduletrainingsessionsbasedonoveralltrainingplanofauthorityhaving jurisdiction; and supervise and coordinate the ac-tivities of other instructors.3.3.2.3 Instructor III. Afire service instructor who, in addi-tion to meeting Instructor II qualifications, has demon-strated the knowledge and ability to develop comprehen-sive training curricula and programs for use by single ormultiple organizations; conduct organization needs analy-sis; design record keeping and scheduling syste
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