CDC 10412W Fire Service Instructor II Performance …...CDC 10412W Fire Service Instructor II Performance Test Supplement Extension Course Program (A4L) Air University Air Education

CDC 10412W Fire Service Instructor II Performance Test Supplement

Extension Course Program (A4L)

Air University Air Education and Training Command

Acknowledgement

ii Fire Service Instructor II Performance Test Supplement

Preparation of this supplement was aided through the cooperation and courtesy of the International Fire Service Training Association (IFSTA). IFSTA furnished technical materials utilized to develop this training product. Permission to use the information from IFSTA is gratefully acknowledged. In accordance with the copyright agreement, distribution of this supplement is limited to U.S. Government personnel.

Table of Contents

Fire Service Instructor II Performance Test Supplement iii

General Guidance .......................................................................................................................... iv

Evaluator Orientation .................................................................................................................... v

Grading Information ..................................................................................................................... vi Performance Test Summary Sheet ............................................................................................... 1

Skills Test #1 Program Management ............................................................................................ 3

NFPA Standard 1041, Chapter 5, paragraphs 5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.2.6 _______________________________ 3 Task Specific Instructions and Information _______________________________________________ 3 Skills Test #1 Checklist ______________________________________________________________ 4

Skills Test #2 Instructional Development ..................................................................................... 7

NFPA Standard 1041, Chapter 5, paragraphs 5.3.2, 5.3.3 ______________________________________________ 7 Task Specific Instructions and Information _______________________________________________ 7 Skills Test #2 Checklist ______________________________________________________________ 8

Skills Test #3 Instructional Delivery ........................................................................................... 11

NFPA Standard 1041, Chapter 5, paragraphs 5.4.2, 5.4.3 _____________________________________________ 11 Task Specific Instructions and Information ______________________________________________ 11 Skills Test #3 Checklist _____________________________________________________________ 12

Skills Test #4 Evaluation and Testing......................................................................................... 13

NFPA Standard 1041, Chapter 5, paragraphs 5.5.2, 5.5.3 _____________________________________________ 13 Task Specific Instructions and Information ______________________________________________ 13 Skills Test #4 Checklist _____________________________________________________________ 14

Instructor Evaluation Document ................................................................................................ 15

Performance Test Record Fire Service Instructor II ................................................................ 17

Performance Test Information

iv Fire Service Instructor II Performance Test Supplement

General Guidance This performance test supplement is based on the 2012 Edition of NFPA 1041; Standard for Fire Service Instructor Professional Qualifications and provides the detailed performance test checklist items required for candidate testing. Performance tests shall not be conducted until the candidate has successfully completed the academic portion of the course by passing the End of Course final exam at an Air University approved test control facility (TCF). However, it is strongly encouraged that this supplement and the checklist it contains be used during the normal course of study. Candidates may practice the performance tests at any time during study and up until testing is conducted. Practice is highly encouraged.

The prerequisite for obtaining DOD certification to Fire Service Instructor II is Fire Service Instructor I.

Evaluators must be DoD, IFSAC or Pro Board certified at Fire Instructor III level.

This particular course uses several skills test. Within each skills test there are one or more tasks meeting the test objectives (NFPA line items). A “Task Summary” precedes each skills test checklist identifying all the evaluated task associated with the test. This sheet lists the NFPA line items evaluated, the setting and tools/equipment needed for the listed tasks, and any evaluator guidance necessary for the task(s). Evaluators should review the checklist paying specific attention to any “Evaluator Guidance”.

Scenarios developed should be as realistic and complete as possible. A minimum of two scenarios must be developed for each performance test requiring one. This allows for the candidate to retest in case of first time failure. Additionally, scenarios should be changed periodically to dissuade future candidates from gaining an unfair advantage or allowing for test compromise.

Remember, official performance test notifications must be made at least ten (10) days prior to the actual performance test or the candidate’s performance test results will not be accepted by the DoD Administrative Center. Your performance test notifications must be made using the following web site. http://www.dodffcert.com/performance/notify.cfm. For specific program guidance see DoD Manual 6055.06, DoD Fire and Emergency Services Certification Program.

http://www.dodffcert.com/performance/notify.cfm


Fire Service Instructor II Performance Test Supplement v

Evaluator Orientation

You should read and understand the following orientation information before entering the specific skill station you will be evaluating. If there is any information within this orientation that you do not understand, you should contact the examination coordinator for clarification. We would like to thank you for donating your valuable time to assist with the evaluation of candidates in the practical examination. Your role as a skill station evaluator is critically important. You are to serve as an observer and recorder of the candidate's actions based on the criteria listed on the score sheet. There are a number of ways to successfully perform a skill. You should always remember that the way you were taught to perform a skill is not the only correct way to perform the skill. The ultimate criterion for successful completion of a skill is: "Was the final outcome met for the parameters set?"

This is a formal examination and not a teaching situation. We discourage excessive dialogue between the evaluator and the candidate. Peripheral or "nice to know" areas should not be discussed. Situations or questions that require you to demonstrate a procedure should be avoided. You should not ask leading questions. Do not condemn or condone a candidate's actions by expression, gesture, tone of voice, or attitude. Often, candidates interpret a word or action delivered in jest as being indicative of pass or fail, a value judgment, or a non-caring attitude. Pay special attention to verbal and non-verbal language.

The reason you were asked to be an evaluator for this station is that your expertise adds to the credibility of the examination and gives you the knowledge to ask the candidates related questions to substantiate or define an action. If qualifying questions are necessary, they should be asked at the end of the station. At no time should you discuss any phase of the candidate's performance with the candidate.

Candidates are allowed to perform each skill once. If they appear overly nervous when first starting the exam, you may stop them and allow them to collect themselves before starting again. However, once a candidate initiates a course of action the candidate must be evaluated on the merits of that singular performance, as would happen in the field. You must provide qualifying information in the comments section of the score sheet for any performance that is identified as a mandatory failure item.

Visitors are not allowed in the testing area while testing is being conducted. The examination coordinator may be in the testing area if they are not obstructive to the testing.

You must document in the comments section the reason you marked a mandatory failure item. Additional comments are welcome, but remember to be specific. Instead of writing "He did a poor job", write exactly what the candidate did right or wrong. At no time should you discuss the performance with the candidate. You should never condemn or condone the candidate's actions by verbal or nonverbal means.

If the candidate reaches the time limit indicated on the score sheet before completing the procedure, you must stop the candidate and direct him/her to return to the staging area and wait for instructions to report to the next station. All tasks not completed should be scored a zero in the "points awarded" column.

Be very aware of the importance of consistency in giving instructions, setting up scenarios, and making and recording observations. Every effort should be made to ensure that all details of the examination scenario are identical for each candidate. Be aware of your own fatigue and if necessary take a break after notifying the examination coordinator.

You should have received individual written instructions concerning the specific skill and/or skill station you will be evaluating. If you do not understand any part of these instructions, do not start the evaluation process. Contact the examination coordinator for clarification.

It is important also to understand the grading process used during the evaluation. Additional information on grading the skills test is provided on the next page.


vi Fire Service Instructor II Performance Test Supplement

Grading Information The following grading criteria will be used to evaluate and determine the pass/fail status of a candidate.

Each of the performance test checklists contains an attainment standard. In this particular course the attainment standards are set at approximately 80% using an “X out of X” format while also containing a time limit. For example, an attainment standard may read, “Successful completion of at least 15 out of 18 items within 90 minutes.”

If for some reason a particular element/step or standard cannot be completed and the candidate’s installation cannot simulate or create the item, then the evaluator may mark the item “Not Applicable” (N/A). The evaluator must then re-adjust the score by multiplying the remaining checklist items by .80 to determine the number correct required. For example, a performance test requires that 12 out of 15 items be successfully completed and 2 of the 15 items are marked N/A then the evaluator must multiply the remaining 13 items by .80 (13 x .80 = 10.4 or 11). The new required minimum passing score is now 11 out 13 items.

There are a total of 4 skills performance test encompassing 11 separate tasks. Candidates must successfully complete and pass 9 of the 11 task with no more than one (1) task failure within any skills performance test.

--AND--

Where the Standard/Element/Step on the Skills Test checklist is given a rating, the following criteria will be also be used to determine the pass/fail status of a candidate.

Critical (C) - Should a firefighter fail to perform any one item rated as Critical (C), the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

Major (M) - Should a firefighter fail to perform any three items rated as Major (M), the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

General - This rating although there is not symbol, has been given to all remaining items that in combination are relevant to the successful completion of the evolution. Should a firefighter fail to perform any four items rated as General, the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

Should a firefighter fail to perform any combination of Major or General rated items resulting in a sum total of four, the firefighter would be unsuccessful in demonstrating the required proficiency level for that standard.

Competency Overview

Fire Service Instructor II Performance Test Supplement 1

Performance Test Summary Sheet Skills Test #1 – Program Management

Task #1. Schedule instructional sessions, given department scheduling policy, instructional resources, staff, facilities and timeline for delivery, so that the specified sessions are delivered according to department policy.

Task #2. Formulate budget needs, given training goals, agency budget policy, and current resources, so that the resources required to meet training goals are identified and documented.

Task #3. Acquire training resources, given an identified need, so that the resources are obtained within established timelines, budget constraints, and according to agency policy.

Task #4. Coordinate training record-keeping, given training forms, department policy, and training activity, so that all agency and legal requirements are met.

Task #5. Evaluate instructors, given an evaluation form, department policy, and JPRs, so that the evaluation identifies areas of strengths and weaknesses, recommends changes in instructional style and communication methods and provides opportunity for instructor feedback to the evaluator.

Skills Test #2 – Instructional Development

Task #6. Create a lesson plan, given a topic, audience characteristics, and a standard lesson plan format, so that the JPRs or learning objectives for the topic are addressed, and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan.

Task #7. Modify an existing lesson plan, given a topic, audience characteristics, and a lesson plan, so that the JPRs or learning objectives for the topic are addressed and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan.

Skills Test #3 – Instructional Delivery

Task #8. Conduct a class using a lesson plan that the instructor has prepared and that involves the utilization of multiple teaching methods and techniques, given a topic and a target audience, so that the lesson objectives are achieved.

Task #9. Supervise other instructors and students during training, given a training scenario with increased hazard exposure, so that applicable safety standards and practices are followed, and instructional goals are met.

Skills Test #4 – Evaluation and Testing

Task #10. Develop student evaluation instruments, given learning objectives, audience characteristics, and training goals, so that the evaluation instrument determines if the student has achieved the learning objectives; the instrument evaluates relevant performance in an objective, reliable, and verifiable manner; and the evaluation instrument is bias-free to any audience or group.

Task #11. Develop a class evaluation instrument, given agency policy and evaluation goals, so that students have the ability to provide feedback to the instructor on instructional methods, communication techniques, learning environment, course content, and student materials.

Fire Service Instructor II Competencies


Skills Test #1 Program Management NFPA Standard 1041, Chapter 5, paragraphs 5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.2.6 Task Specific Instructions and Information

Tasks:

Task #1. Schedule instructional sessions, given department scheduling policy, instructional resources, staff, facilities and timeline for delivery, so that the specified sessions are delivered according to department policy.

Task #2. Formulate budget needs, given training goals, agency budget policy, and current resources, so that the resources required meet training goals and are identified and documented.

Task #3. Acquire training resources, given an identified need, so that the resources are obtained within established timelines, budget constraints, and according to agency policy.

Task #4. Coordinate training record-keeping, given training forms, department policy, and training activity, so that all agency and legal requirements are met.

Task #5. Evaluate instructors, given an evaluation form, department policy, and JPRs, so that the evaluation identifies areas of strengths and weaknesses, recommends changes in instructional style and communication methods and provides opportunity for instructor feedback to the evaluator.

Setting:

Fire Department Classroom or equivalent.

Tools/ Equipment:

Paper, writing instruments or computer, applicable reference material, fire department’s SOP/SOG’s and appropriate forms.

Attainment Standard:

Task #1. Successfully complete all steps within 2 hours. Task #2. Successfully complete 4 of 5 steps within 4 hours. Task #3. Successfully complete 7 of 8 steps within 2 hours. Task #4. Successfully complete 4 of 5 steps within 1 hour. Task #5. Successfully complete all steps within 1 hour.

Evaluator’s Guidance:

N/A


4 Fire Service Instructor II Performance Test Supplement

Skills Test #1 Checklist PERFORMANCE TASK STANDARDS / ELEMENTS / STEPS YES NO

1. Given all department policies and procedures, a list of instructional resources, staff, required training, facilities and timeline for delivery, develop a training schedule for a three-month period.

1. In accordance with the NFPA 1041, the candidate:

a. Developed a training schedule that

covers a three-month period

b. Scheduled training to meet the needs of the department

c. Scheduled instructors to the appropriate classes

d. Scheduled classes met the delivery timelines according to the AHJ

e. Completed all steps within 2 hours

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2. Given training goals, agency budget policy and current resources, formulate a training budget so that the resources meet training goals for three months.


a. Used the proper memo format for the

budget according to the AHJ guidelines

b. Ensured the budget is accurate

c. Met training goals

d. Covered a three month period

e. Identified training resources and their cost for each month (line-item format)

f. Completed 4 of 5 steps within 4 hours

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3. Acquire training resources, given an identified need, so that the resources are obtained within established timelines, budget constraints, and according to agency policy.


a. Determined purchasing needs

b. Reviewed standards and regulations for purchasing specific training equipment

c. Reviewed current resources

d. Determined sources of funding

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3. Continued. e. Determined amount of funds available

f. Contacted vendors and or manufacturers

g. Completed proper documentation for

Purchase

h. Completed purchase on time

i. Completed 7 of 8 steps in 2 hours

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4. Given department policies and procedures document a training session and properly file the report in the training record system according to the AHJ.


a. Training was properly documented

according to department policies and procedures

b. Ensured all attendees received credit for training

c. Imparted information into training database

d. Annotated personnel requiring make-up training

e. Filed training report in accordance with department policies and procedures

f. Completed 4 of 5 steps in 1 hour

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5. Given an instructor evaluation form provided by the AHJ, conduct an instructor evaluation IAW departmental policies and procedures.


a. Properly filled out form

b. Identified instructor’s strengths and weaknesses

c. Recommended improvements

d. Provided an opportunity for feedback

e. Completed all steps within 1 hour

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Skills Test #2 Instructional Development NFPA Standard 1041, Chapter 5, paragraphs 5.3.2, 5.3.3 Task Specific Instructions and Information

Tasks:

Task #6. Create a lesson plan, given a topic, audience characteristics, and a standard lesson plan format, so that the JPRs or learning objectives for the topic are addressed, and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan . Task #7. Modify an existing lesson plan, given a topic, audience characteristics, and a lesson plan, so that the JPRs or learning objectives for the topic are addressed and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan.

Setting:


Tools/ Equipment:

Paper, writing instruments or computer, applicable reference material, fire department’s SOP/SOG’s.


Task #6. Successfully complete 9 of 11 steps within 4 hours. Task #7. Successfully complete 9 of 11 steps within 2 hours.


N/A.




6. Given a topic chosen by the organizations training officer and lesson plan format for the AHJ, the candidate shall develop a lesson plan using the Five-Step Planning Process.

6. 1. In accordance with the NFPA 1041, IFSTA Fire and Emergency Services Instructor and local policies/procedures the candidate:

a. Developed the lesson plan

b. Designed the curriculum using the five-step planning process

c. Identified the training need

d. Selected JPR to develop objectives

e. Designed training to meet organizational and training needs

f. Identified the implementation phase

g. Lesson plan contained: i. Learning objectives ii. A lesson outline iii. Course materials iv. Instructional aids v. Resources needed

h. Developed an evaluation plan for the

new course


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7. Given an existing lesson plan chosen by the organization training officer, the candidate shall modify the lesson plan using the Five-Step Planning Process.

7. In accordance with the NFPA 1041, IFSTA Fire and Emergency Services Instructor, and local policies/procedures the candidate:

a. Modified the lesson plan

b. Curriculum modified using the five-step planning process

c. Identified the training need

d. Selected JPR to develop objectives

e. Modified training to meet organizational and training needs

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7. Continued.

f. Identified the implementation phase

g. Modified lesson plan contained:

i. Learning objectives ii. A lesson outline iii. Course materials iv. Instructional aids v. Resources needed

h. Developed an evaluation plan for the

new course


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Skills Test #3 Instructional Delivery NFPA Standard 1041, Chapter 5, paragraphs 5.4.2, 5.4.3 Task Specific Instructions and Information

Tasks:

Task #8. Conduct a class using a lesson plan that the instructor has prepared and that involves the utilization of multiple teaching methods and techniques, given a topic and a target audience, so that the lesson objectives are achieved.

Task #9. Supervise other instructors and students during training, given a training scenario with increased hazard exposure, so that applicable safety standards and practices are followed, and instructional goals are met.

Setting:


Tools/ Equipment:

Paper, writing instruments or computer, applicable reference material, fire department’s SOP/SOG’s and appropriate forms.


Task #8. Successfully complete 7 of 8 steps within 1 hour. Task #9. Successfully complete 5 of 6 steps within 2 hours.


Task #8 - Use the Instructor Evaluation Document (page 16 and 17) for Step E. Task #9 - The lesson plan resulting from Task 6 or 7 may be used. .




8. Given a lesson plan previously developed in Skill #2, conduct a class using multiple teaching methods so that lesson objectives are achieved.


a. Utilized a current lesson plan developed

by the instructor

b. Ensured preparedness to teach the class by having all support material available that was listed in the lesson plan

c. Utilized multiple teaching methods: i. Demonstration ii. Discussion iii. Illustration iv. Lecture

d. Achieved the lesson objectives

e. (C) Received at least a Satisfactory rating on the instructor evaluation form

f. Completed 7 of 8 steps within 1 hours

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9. Supervise other instructors and students during training, given a training scenario with increased hazard exposure, so that applicable safety standards and practices are followed, and instructional goals are met.


a. Reviewed safety procedures associated

with the scenario prior to class

b. Reviewed instructor and student assignments prior to class

c. Ensured enough instructors were available to ensure safety

d. Ensured a qualified Safety Officer was appointed prior to beginning the evolution

e. Ensured use of Incident Command System

f. Conducted a critique of the instructor upon completion of class

g. Completed 5 of 6 steps within 2 hours

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Skills Test #4 Evaluation and Testing NFPA Standard 1041, Chapter 5, paragraphs 5.5.2, 5.5.3 Task Specific Instructions and Information

Tasks:

Task #10. Develop student evaluation instruments, given learning objectives, audience characteristics, and training goals, so that the evaluation instrument determines if the student has achieved the learning objectives; the instrument evaluates relevant performance in an objective, reliable, and verifiable manner; and the evaluation instrument is bias-free to any audience or group.

Task #11. Develop a class evaluation instrument, given agency policy and evaluation goals, so that students have the ability to provide feedback to the instructor on instructional methods, communication techniques, learning environment, course content, and student materials.

Setting:


Tools/ Equipment:

Paper, writing instruments or computer, fire department’s SOP/SOG’s and appropriate forms.


Task #10. Successfully complete 8 of 10 steps within 2 hours. Task #11. Successfully complete 5 of 6 steps within 2 hours.


N/A




10. Develop a 10 question multiple-choice test for the class developed in Skills #3.


a. Developed questions and/or skills to

match the course objectives

b. Question stems were: i. A direct question or incomplete

statement ii. Clear and brief

c. Answers presented with: i. Four (4) multiple choices ii. Varied position of the correct answer iii. Correct answer is the best choice and

cannot be argued iv. Three plausible distractors referred

to the same subject matter

d. Each question is validated i. Date validated ii. Correct answer identified iii. Educational reference

e. Completed 8 of 10 steps within 2 hours

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11. Develop a class critique form for

the course developed in Skill#3


a. Developed a critique form

b. Form allowed student feedback related

to i. Communication techniques ii. learning environment iii. course content iv. the student materials

c. Used the proper memo format required by the AHJ

d. Completed 5 of 6 steps within 2 hours

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Instructor Evaluation Document Note: This form must be used to evaluate Task 8 and kept on file with the performance test record.

Full Name of Instructor Instructor Level

I II

Time Started Date

Full Name of Evaluator Evaluator Level

II III

Time Ended

Subject:

LEGEND: O – OUTSTANDING E – EXCELLENT S – SATISFACTORY NI – NEEDS IMPROVEMENT NA – NOT APPLICABLE

EVALUATION ITEMS YES NO RATING (X) O E S NI NA

A. TEACHING PREPARATION 1. Lesson plan/other teaching guides were current and approved by the AHJ 2. Equipment/training aids/computer technology listed in the LP was ready for use.

3. Classroom was arranged appropriately for lesson being conducted. B. INSTRUCTIONAL SKILLS AND ABILITY 4. Stated lesson overview and included a clear statement of objectives. 5. Used appropriate techniques (examples/scenarios) to assist and motivate

students.

6. Used training aids effectively. 7. Displayed natural mannerisms and maintained eye contact. 8. Verbalized effectively (i.e. good volume/tone/pitch/speed/grammar) and

avoided verbal distracters.

9. Used effective question and answer techniques. 10. Administered student measurement appropriately (i.e. quiz, test, pc). 11. Maintained control of the class. 12. Demonstrated thorough knowledge of the subject/procedures. 13. Demonstrated poise and set a positive example for appropriate dress and

behavior.

14. Managed time effectively/completed all phases of the lesson and reviewed the main points in the lesson summary.

C. PERFORMANCE/KNOWLEDGE EXERCISE PRESENTATION 15. Stated accurate and complete instructions/guidance; used correct terms. 16. Clearly identified procedures versus techniques. 17. Stated student-specific goals based on trends and desired learning

objectives where applicable.

18. Involved students in the introduction/demonstration of new procedures. 19. Ensured equipment was properly configured and addressed any

unexpected problems where applicable.

20. Provided appropriate and timely explanations during student performance.

21. Integrated safety principles into the lesson and applied safety precautions at all times.

D. FEEDBACK TO STUDENTS 22. Accurately reconstructed performance/mission events. 23. Identified student strengths/weaknesses. 24. Discussed corrective actions for student weaknesses. 25. Accurately assessed student achievement of goals/learning objectives. E. ADDITIONAL ITEMS AS SPECIFIED BY THE FIRE CHIEF


F. COMMENTS G. OVERALL PERFORMANCE RATING Mark an “X” in the appropriate block below, based on the evaluation. Do Not count items rated “Not Applicable” when computing overall performance. OUTSTANDING 90% or more items rated “Outstanding.” No items rated “Needs Improvement.” EXCELLENT 80% or more items rated “Excellent” or higher. No items rated “Needs

Improvement.” SATISFACTORY 80% or more items rated “Satisfactory” or higher. No than 20% of items rated

“Needs Improvement.” NEEDS IMPROVEMENT 21 – 39% of items rated “Needs Improvement.” UNACCEPTABLE 40% or more of the items rated “Needs Improvement.” H. ACTIONS TAKEN FOR NEEDS IMPROVEMENT/UNACCEPTABLE EVALUATIONS I. ACKNOWLEDGEMENT OF EVALUATION Signature of the Candidate Being Evaluated Date

Signature of the Evaluator Date

J. FOLLOW-UP EVALUATION COMMENTS Signature of the Candidate Being Evaluated

Date

Signature of the Evaluator Date

"FOUO. This document contains information exempt from mandatory disclosure under the FOIA. Exemption 5 U.S.C. 552(b)(6) applies. This information is also protected by the Privacy Act of 1974

and must be safeguarded from unauthorized disclosure."

Performance Test Record Fire Service Instructor II

INSTRUCTIONS: This form must be completed and kept on file. A copy of this form is also required to be submitted with the candidate’s certification package.

Performance Test Ref #___________ Date of Evaluation ______________________ Candidate Rank/Name______________________________ SSN _____________________ Evaluators Rank/Name______________________________ SSN _____________________ The candidate has PASSED/FAILED the Fire Instructor II Performance Tests for the stations marked below:

Performance Test Station Passed

Failed

Program Management _______ _______

Instructional Development _______ _______

Instructional Delivery _______ _______

Evaluation and Testing _______ _______

If candidate has failed the performance evaluation, provide the following information: (Use additional sheets, if necessary) Objective(s): Reason(s) for failure: Candidate Signature _________________________________________________ Evaluator Signature _________________________________________________

Documents

CDC 10412W Fire Service Instructor II Performance …...CDC 10412W Fire Service Instructor II Performance Test Supplement Extension Course Program (A4L) Air University Air Education