Fire Service Instructor: Principles and Practice, Second Edition
Chapter 11: Evaluating the Fire Service Instructor
Chief Concepts
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NFPA 1041 requires that the Fire Service Instructor II be capable of identifying other fire
service instructors’ strong and weak points, and provide guidance for other instructors’
improvement.
Many departments have not created their own standard for certifying fire service
instructors; instead, they use state or national certification requirements for this purpose.
The level of competency of the fire service instructor must be identified in a policy
developed and enforced by the AHJ. In addition, this policy must include a method for
verifying the qualifications and competency of the fire service instructor.
The formative evaluation process is typically conducted for the purpose of improving the
fire service instructor’s performance by identifying his or her strengths and weaknesses.
A summative evaluation process measures the students’ achievements, through testing or
completion of evaluation forms, to determine the fire service instructor’s strengths and
weaknesses.
A course evaluation typically includes a section that allows students to evaluate the fire
service instructor, classroom setting, instructional material, handouts or audiovisual
material, and ability of the material taught to meet their needs.
Prior to conducting an evaluation, you need to review the evaluation criteria and their
relevance to the job descriptions; review the lesson plans and supporting material; and
then schedule the date, time, and location for the evaluation (if deemed appropriate by the
AHJ).
During practical or drill-ground evaluations, the overall safety of the students is the major
focus of the evaluation. Fire service instructors have the twin responsibilities of
presenting training in a safe manner and of teaching safe practices.
Just because the instructor you are evaluating is not constantly looking at the lesson plan
does not mean he or she is not following it.
Before adopting an evaluation form, it is prudent to review several different versions of
forms to determine which content and criteria best fit the needs of the department.
After completing the evaluation of the instructor, you should meet with the instructor and
let him or her know that you enjoyed being in the class and that you appreciate the
opportunity to participate with the instructor in the evaluation process.
During your discussion with the instructor, take the time to review your notes in person
with the fire service instructor and consider the instructor’s strengths and weaknesses.
Students who provide written feedback on evaluation forms, in addition to filling in
check boxes, show a genuine desire to improve the learning environment for the next
student who takes that class.
In addition to the questions asked on the evaluation form, the format and the manner in
which the form is completed represent an important part of the instrument.
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© 2014 Jones & Bartlett Learning & National Fire Protection Association