Students in the Fire Technology Pathway will learn industry guidelines and regulations to keep our community safe. With the demand for trained firefighters in our region higher than ever, now is the time for students interested in this career to get started. Cutting-edge curriculum prepares students with the skills they need to respond to any fire-related crisis through teamwork, critical thinking, and emergency response protocol training. This pathway's wide array of local industry partners, including local fire station crews and medical professionals, expose students to everyday life in the firefighting industry as they participate in job shadowing, internships, and volunteer opportunities. Upon successful completion of this pathway, students will have earned a series of industry-recognized certifications and entry-level expertise, setting them up for success as they enter the workforce or continue to earn a post-secondary degree in the field after graduation.
Syllabus is appropriate
Program is using GaDOE curriculum, prerequisites, and sequences
Students can complete pathway in 3 years
• Provide a syllabus for each course
o Class rules, class policy, grading policy
o State your written policy for re-testing upon failure of written or performance tests.
• The program is using the GADOE curriculum and a scope and sequence is provided for each course
Program implements a clear and intentional literacy plan
11th edition
3rd edition
4th edition
o A minimum of one teacher-created unit plan per course including developmentally appropriate practices and experiences supported by at least three examples of assessed student work relating to the unit plans. Unit plans should detail instructions and match GPS standards.
o For programs with multiple instructors, both instructors must submit showcase materials.
• Individual, differentiated materials/activities/projects are used to accommodate needs of high school students. (ex. Alternate materials, modified instructional strategies, modified plans, etc.)
• Evidence indicates the instructor is aware of different learning styles and utilizes them in the instruction. The high school teacher provides instruction using different modalities including lecturing, demonstration, simulation etc.
• The instructor utilizes a variety of curriculum materials and activities to encourage the acceptance of diversity as it relates gender, age, language, ability, race, religion, family structure, background, or culture. No evidence of bias was found in materials, displays, lesson plans etc
• Academic Integration
• The instructor provides learning experiences, group work, and projects that require higher-order academic skills beyond acquiring knowledge and understanding, such as application, analysis, synthesis, and evaluation. Include a lesson plan with assessed student work for each of the domains: application, analysis, synthesis, and evaluation
• Are multi-media and/or web-based materials used in the training process to meet individual learning styles?
• Do performance and knowledge-based tests contain, in writing, the following:
o Objectives of the test
o Step-by-step instructions
o Realistic time limit for completion
o Indication of quality/exactness standard
o Rating or grading scale
• Updated assorted specialized workbooks, manuals, textbooks and/or resource books (hardcopy or digital) are available to support the program goals.
a lesson per course per teacher
Adequately matches standards
Developmentally appropriate
Evidence of differentiation
Evidence of addressing different learning styles
Multiple modalities
Bias free instruction and materials
Academic integration
Higher order assessment elements
Multi-media and or technology-based elements
Use of clear and easy to understand rubrics
Clear instructions
Content is updated to industry standards
Appropriate materials
Assessments meet educational standards
Evidence assessment is used to drive instruction
Lesson plan is organized, well thought out, and clear
EMS System
Fire Science Education
Ladder evolution
Ladder Identification