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Canadian Red Cross First Responder Instructor Courses
| Instructor Certification | First Responder Instructor (FRI) |
| Course Price | Variable |
| Shortened Pathways | Expansion & Transfer Available |
.png "Canadian Red Cross First Responder Instructor Courses")
.png "Canadian Red Cross First Responder Instructor Development Program steps")
First Responder Instructor Course Summary
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Step 1 Eligibility |
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Step 2 Fundamentals |
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Step 3 Disciplines |
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Step 4 Teaching Experience |
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Step 5 Certification |
Upon successful completion of the Canadian Red Cross First Responder Instructor certification process, you will be nationally certified to teach the following courses, which are part of the Canadian Red Cross "Professional Responder" programs Instructor Discipline: First Responder (FR), Marine Advanced First Aid (MAFA), Basic Life Support (BLS), Oxygen Therapy (OT), and Airway Management (AM).
Course Length
Canadian Red Cross First Responder Instructor courses involve a total of 5 classroom sessions (A, B, C, D and E). These include the Skill Evaluation (Session A), the Fundamentals of Instruction component (Sessions B & C), and the Discpline Specific component (Sessions D & E). This does not include the time required to complete the post-course Teaching Experience component.
Shortened Options
If you are completing the Skill Evaluation with another facilitator, you do not need to attend Session A. If you are completing the shortened Expansion or Transfer pathways you can by-pass two of the classroom sessions (Sessions B & C or Sessions D & E, depending on your specific circumstances).
Step 1: Skills & Prerequisites
Step One of the Canadian Red Cross First Responder Instructor development process involves providing proof of prerequisite qualifications. Eligibility requirements include current First Responder certification, being at least 18 years old, and competently performing First Responder skills in a formal evaluation (Session A). The shortened Expansion and/or Transfer pathways require additional qualifications specific to each.
Step 2: Fundamentals of Instruction
Step Two of the Canadian Red Cross First Responder Instructor development process involves completing the Fundamentals of Instruction component. This includes the online "Fundamentals of Instruction - First Aid Programs" elearning modules, and participating in classroom Sessions B & C.
Step 3: Discipline Specific
Step Three of the Canadian Red Cross First Responder Instructor development process involves completing the Professional Responder Instructor level Discipline Specific component. This includes successfully participating in classroom Sessions D & E.
Step 4: Teaching Experience
Step Four of the Canadian Red Cross First Responder Instructor development process involves completing the Teaching Experience component. This includes the online Fundamentals of Instruction - Teaching Experience elearning modules, developing a First Responder course lesson plan, and teaching a First Responder course under supervision.
Step 5: Instructor Certification
Step Five of the Canadian Red Cross First Responder Instructor development process involves receiving, and then maintaining your First Responder Instructor certification. This includes meeting the minimum teaching requirements and completing the Instructor Recertification process within your 3-year instructional cycle.
.png "Canadian Red Cross First Responder Instructor Development Step 1")
Step 1: Qualifications & Eligibility
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1.1 Eligibility |
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1.2 MyRC Profile |
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1.3 Session A |
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1.4 Course Package |
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1.5 Downloads |
Step 1 involves completing registration and ensuring that you have all the logistical necessities to qualify for and be successful in a Canadian Red Cross First Responder Instructor course.
This includes providing proof of that you hold the required qualifications and experience to be eligible for Canadian Red Cross First Responder Instructor certification (Step 1.1), making arrangements to pay your course fees, establishing and accessing your Canadian Red Cross MyRC Profile (Step 1.2), demonstrating your First Responder skills in a formal evaluation (Step 1.3), receiving and verifying your First Responder Instructor course package (Steps 1.4), and accessing/downloading all the required supplementary materials (Step 1.5).
It's important that you read through the individual components of each step and sub-step carefully, to ensure you fully understand what is required for the successful completion of Canadian Red Cross First Responder Instructor certification.
The First Responder Instructor Development Program involves significant self-directed study and preparation, as well as a high degree of personal accountability. The completion of each step, on time and in correct sequence, is crucial to the completion of all the other steps and your overall success as an Instructor candidate.
Step 1.1
Proof of Eligibility
.jpg "Proof of First Responder Instructor course eligibility requirements")
First Responder Certification
The baseline certification requirement to participate in a Canadian Red Cross First Responder Instructor course is current First Responder certification or higher. The preferred qualification is a Canadian Red Cross First Responder certificate, as you will be teaching Canadian Red Cross courses, but other certifications from recognized providers such as St. John Ambulance First Responder/EMR, or BCEHS Primary Care Paramedic will also meet this eligibility requirement.
Shortened Pathways
To participate in the shortened "Expansion" or "Transfer" Instructor Development Pathways, you will also need to provide proof that you meet the additional requirements for those options. If you are already a Canadian Red Cross Instructor in another Discipline, you will need to provide a copy of your Instructor Certificate to qualify for the Expansion Pathway. If you are a Canadian Red Cross Water Safety Instructor, or have experience as an Instructor/Educator in other areas, you may qualify for one of the shortened Transfer Pathways.
Step 1.2
MyRC Profile
.JPG "Create your Canadian Red Cross First Responder Instructor profile")
After your application has been approved and your course fees have been paid, you will receive an automated invitation email from my.account@redcross.ca. Once you have received your invitation email, you can click the activation link within the message and follow the instructions to set up your Canadian Red Cross MyRC online Profile account.
Your MyRC Profile is the web-based platform through which you will access all the online Canadian Red Cross Instructor resources, including your Fundamentals of Instruction online modules, your Certificates, the online Lesson Plan Generator (Boulevard), and course file downloads.
Your MyRC Profile also provides you with the mechanism to receive updates about changes to the Canadian Red Cross First Aid Programs, to document and track courses that you've taught as a Canadian Red Cross Instructor, and generally manage your Canadian Red Cross Instructor certifications.
Getting your MyRC Profile set up is a crucial component of your Canadian Red Cross First Responder Instructor development, and provides access to all the associated resources. Follow all instructions regarding your MyRC Profile carefully and in correct sequence to ensure your Profile is successfully activated on the first try.
Step 1.3
Skill Assessment
.png "First Responder skill assessement for Canadian Red Cross Instructor courses")
The first classroom session of your Canadian Red Cross First Responder Instructor certification pathway is a formal, hands-on Assessment and Evaluation of your Canadian Red Cross First Responder practical skills.
A Canadian Red Cross Emergency Medical Responder Instructor-Trainer (EMRIT) or a Canadian Red Cross First Responder Instructor (FRI) with Teaching Experience Supervisor (TES) certification will conduct your formal First Responder Skill Assessment and document their evaluation of your performance during Classroom Session A.
As a First Responder Instructor candidate, you must be able to correctly perform all of the individual First Responder skills outlined in the Canadian Red Cross First Responder Skill Sheets, without coaching or correction.
If, at any time during your Skill Assessment or througout your First Responder Instructor Development process, you are unable to correctly perform any of the required First Responder Skills, you will be disqualified from program completion.
Classroom Session A
| Formal Skill Assessment Session |
| START (typically 8am) |
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| BREAK |
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| LUNCH |
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| BREAK |
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| FINISH (typically 5pm) |
Step 1.4
Instructor Course Package
.JPG "Materials and downloads for your First Responder Instructor course in Kelowna, BC")
Your Canadian Red Cross First Responder Instructor course package will be provided to you on the first day of class and includes access to the Instructor Guide - Professional Responder Programs, Instructor Guide - Basic Life Support, Emergency Care for Professional Responders participant text book, and Basic Life Support Field Guide.
Some of your Canadian Red Cross First Responder Instructor course materials are provided in a printed paper textbook format, while other components are available in both printed format and in downloadable electronic PDF file format. Depending on your personal learning style and preference, you may find it easier to access, navigate and utilize the printed versions or the electronic versions.
Regardless of whether you prefer printed paper materials or electronic file versions, your Canadian Red Cross First Responder Instructor course materials will be invaluable references for you as you prepare for your instructor course and once you begin to deliver training as a certified First Responder Instructor.
Step 1.5
Supplemental Downloads & Resources
.JPG "Downloads and Supplemental Resources for your First Responder Instructor course in Kelowna, BC")
In addition to the printed materials that you receive as part of your First Responder Instructor course package, you will also need to access and download the Supplemental files and documents listed below.
The required resources include the Fundamentals of Instruction guidebook, Canadian Red Cross First Aid Program Standards, Program Standards Orientation Worksheets, First Responder Skill Sheets, Drug Profiles, Professional Responder Scenarios, Practical Evaluation Guide, Practical Evaluation Report, Professional Responder Competency Log, First Responder Workbook, Professional Responder Course Paperwork Checklist, EMALB First Responder Licensing Requirements, EMALB First Responder Course Results Form, EMALB Childbirth Endorsement Policy, EMALB First Responder Evaluation Form, EMALB First Responder Evaluation Grading Criteria, and EMALB First Responder Evaluation Scenarios.
Most of the online resources listed area available to download from either the "Tools" section of your Canadian Red Cross MyRC profile, or through the "Documents" section of the Canadian Red Cross Instructor Boulevard platform, which you will access through your MyRC Profile. Although the links below provide you with detailed information about the contents of these resources and where to find them, it is important that you go through the complete process of finding, accessing and downloading the files individually. Do not wait until you are in the classroom to follow the links and download the files for the first time.
You must arrive at every classroom session with immediate access to read and utilize all these materials in class. The recommended approach is to download and then print each document individually, however you may elect to simply keep downloaded file copies on the tablet or laptop that you bring to class.
Supplemental Downloads
.png "Canadian Red Cross First Responder Instructor Development Step 2")
Step 2: Fundamentals of Instruction
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2.1 Online Fundamentals |
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2.2 Boulevard |
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2.3 Micro-Teaches |
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2.4 FR Workbook |
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2.5 Sessions B & C |
Step 2 of your Canadian Red Cross First Responder Instructor course includes completion of the Fundamentals of Instruction - First Aid Programs online elearning course modules, preparing Lesson Plans for your assigned Micro-Teach topics, completing the First Responder Workbook, and completing the Fundamentals of Instruction classroom Sessions B and C.
Throughout Step Two of the First Responder Instructor development process, you will learn and apply a wide range of universally applicable principles and skills related to teaching professional medical response. Concepts such as Learning Styles, Types of Learners and Instructional Techniques are applied to the practical components of Lesson Planning, Course Outlines and Classroom Preparation.
It's important that you read through the individual components of each step carefully, to ensure you fully understand what is required for the successful completion of Canadian Red Cross First Responder Instructor certification.
The First Responder Instructor Development Program involves significant self-directed study and preparation, as well as a high degree of personal accountability. The completion of each step, on time and in correct sequence, is crucial to the completion of all the other steps and your overall success as an Instructor candidate.
Step 2.1
Fundamentals of Instruction - First Aid Progams Online Modules
.jpg "Complete the Canadian Red Cross Online Fundamentals of Instruction course modules")
Once you have successfully created your MyRC Profile, you can access and complete the Fundamentals of Instruction - First Aid Programs modules through the "My Online Courses" section of your profile.
Fundamentals of Instruction for First Aid Programs online course modules include the Introduction, Foundations of Being an Instructor, Lesson Planning, Types of Learning, Learning Considerations, Preparing Your Classroom, Creating a Safe Learning Environment, Maintaining a Safe Learning Environment, Instructional Techniques, Simulations, Communication, Conflict Resolution, Assessing, Evaluating and Closing a Course, and Post-Course Tasks and Responsibilities.
You can complete the online modules through any tablet or computer with internet connectivity, and continue through the individual lessons at your own pace. Whenever you stop or disconnect, you can log back in again later and carry on where you left off, even if you are at a different location or using a different device.
You must have the Fundamentals of Instruction - First Aid Programs online course modules completed before Classroom Session B, and email a PDF copy or screenshot of your completion Certificate to your Instructor-Trainer.
Step 2.2
Boulevard Orientation
.jpg "How to use Red Cross Boulevard for your First Responder Instructor course in Kelowna, BC")
The "Boulevard" Lesson Plan Generator platform is an important component of your Instructor certification course, and a vital tool for your ongoing development as a Canadian Red Cross First Responder Instructor. You can access the Boulevard platform through the "Boulevard" or "Online Resources" sections of your MyRC Profile.
Through the Canadian Red Cross web-based Instructor Boulevard system, you will be able to create and/or access First Responder Course lesson plans, First Responder skills checklists, First Responder course slideshows, First Responder course demonstration videos, First Responder course learning activities, suggested timelines for First Responder courses and content, equipment requirements and recommendations for First Responder courses, and ongoing updates and guidelines for First Responder course content.
The Canadian Red Cross Instructor Boulevard Platform also has a library of "How-To" videos in the "Help" tab of the "Resources" section, which will provide you with a working understanding of what the most basic functions are and how to utilize them. In order to ensure that you have a baseline understanding of the purpose and functionality of the Instructor Boulevard system, you will need to watch all the how-to videos on the Boulevard system prior to the start of Session B.
Boulevard How-To Videos
- Welcome and Dashboard
- Creating a new Lesson Plan
- Add Content - Quick Overview
- Add Content - Extended
- The Overview Page
- Launching a Lesson Plan
- Instructor Interactions
- Adding Presentations
- Customizing a Lesson
- Launching a Presentation
- Using Knowledge Evaluations
- Customizing a Knowledge Evaluation
- Creating Multiple Versions of a Knowledge Evaluation
Step 2.3
Micro-Teach Assignments
.jpg "Micro-Teach assignments and topics for your First Responder Instructor course in Kelowna and Vancouver, BC")
Throughout your First Responder Instructor course, you will have the opportunity to practice creating Lesson Plans and delivering First Aid lessons to your co-participants as the facilitator. You will select/be assigned a specific topic for each of four short Lesson Plans, to have completed before the start of Classroom Session B.
At the start of Classroom Session B, you will need to bring two printed copies of a Lesson Plan for each of your four assigned Micro-Teach lesson topics. One copy of each Lesson Plan will be handed in to your Instructor-Trainer at the start of Classroom Session B. The second copies will be for you to keep and refer to in class.
At some point during your First Responder Instructor course, you will facilitate the lesson plan for each of your micro-teach topics with your fellow instructor candidates at the participants. This will provide you with the opportunity to obtain authentic, practical experience as an Instructor with the support of your Instructor-Trainer and classmates.
You will self-reflect on your instructional delivery following each Micro-Teach lesson, and recieve relevant, useful feedback from your Instructor-Trainer and co-participants which will allow you to improve and gain confidence with each subsequent Micro-Teach. You should anticipate facilitating Micro-Teach 1 during Session B, Micro-Teach 2 during Session C, Micro-Teach 3 during Session D, and Micro-Teach 4 during Session E.
Micro-Teach One
.jpg "Canadian Red Cross First Responder Instructor course Micro-Teach One")
Ice-Breaker or Energizer (5 minutes)
An Ice-Breaker is a short activity that encourages course participants to interact and become more comfortable with each other. Ice-Breakers are generally conducted near the beginning of a course to stimulate participant teamwork and familiarity. Ice-Breakers usually encourage social interaction between participants and emphasize shared experiences.
An Energizer is a short classroom activity that encourages physical movement and interaction with other participants. Energizers are generally conducted at the mid-point of a classroom session to break up extended periods of physical inactivity. Energizers usually involve active movement, and will produce increased energy levels and student engagement following the activity's conclusion.
Timeframe
Your Lesson Plan for Micro-Teach 1 will allow 5 minutes of facilitation from start to finish. This includes the time required to introduce the activity, provide instructions and allow the participants to complete the activity. It's important to structure your Lesson Plan to reflect the planned timeline. Do not attempt to complete 20 minutes of activity in 5 minutes, just build and conduct a 5 minute activity. Time management is an important factor in this assignment and for your overall instructional development.
Due Date
You will need to have two written/printed copies of your lesson plan for Micro-Teach 1 with you at the start of Session B. One copy will be handed into the Instructor-Trainer at the start of the class. The second copy is for you to keep and use when you conduct your lesson for Micro-Teach 1, as the facilitator at some point during Session B. Based on feedback and information you receive throughout the Instructor course, you may decide to modify your lesson plan prior to conducting it, but it's important to have a completed Lesson Plan to work with.
Objectives
As with any classroom activity, you should have a clear objective in mind when selecting, building and facilitating your chosen Ice-Breaker/Energizer. The objective may involve providing participants with specific knowledge or skills, or it may involve socialization and teamwork. Whatever your objective, it should be specific, measurable, and inform the content and structure of the activity. Don't get too worried about whether the activity you develop is technically an Ice-Breaker or an Energizer, as long as it meets your chosen objective. Ideally, the Ice-Breaker or Energizer that you provide will involve information or content that is relevant to the overall theme of the course itself.
Resources
Your Online Fundamentals of Instruction Modules will provide some more information about Ice-Breakers and Energizers. You may also decide to perform an internet browser search of Ice-Breakers or Energizers for ideas and inspiration.
Lesson Plan Components
The written/printed Lesson Plan that you create and hand-in should include fundamental components such as teaching time, essential content, teaching strategies, instructions to participants, required teaching materials, equipment and resources, required participant materials, equipment and resources, evaluation criteria, assessment strategies, learner-centered activities, and classroom layout.
Sample Lesson Plan for Micro-Teach 1
Ice-Breaker:
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Learning Objectives:
| |
Materials Required:
| |
| Time (5 minutes total) | Activity |
| 1 minute |
|
| 1 minute |
|
| 3 minutes |
|
The specific lesson plan that you develop for your Micro-Teach does not have to match the exact format and structure of the sample above. You may choose to write your Lesson Plan by hand, draft an electronic document, or utilize the Instructor Boulevard lesson plan generator. However, any Lesson Plan should include the foundational elements, such as objectives, times, required materials, learner-centered activities, participant instructions, and evaluation criteria. Ideally, another instructor should be able to read your Lesson Plan and accurately facilitate it without your guideance.
Micro-Teach Two
.jpg "Canadian Red Cross First Responder Instructor course Micro-Teach Two")
Knowledge-Based Lesson (20 minutes)
Your lesson plan for Micro-Teach 2 will be focused on ensuring your students obtain and apply new congnitive/theoretical information about your assigned topic themselves, preferrably connecting these new ideas to their pre-existing knowledge and experience. The more active involvement your students have throughout the lesson, the more likely they are to appreciate, understand and retain the concepts.
The most effective and learner-centered Knowledge-Based lessons provide opportunities for students to discover or locate the new concepts themselves (often from within their participant text books), and utilize them in a context which reinforces the relevance the information and connects meaningfully to other aspects of the course and training.
Assigned Topic
The specific topic on which you will base your Lesson Plan for Micro-Teach 2 will correlate with your assigned "Participant Number", as outlined above. You will be assigned a Participant number between 1-8 after your Instructor course application has been approved. If your application has been approved, but you don't know what Participant Number you've been assigned, contact your Instructor-Trainer right away.
You should approach your assigned topic in the context of teaching to a group of new/first time learners as part of a Canadian Red Cross First Responder course. The individual lesson that you deliver as part of Micro-Teach 2 should fit into a complete course, as a small component of the overall program.
Timeframe
Your Lesson Plan for Micro-Teach 2 will allow 20 minutes of facilitation from start to finish. This includes the time required to introduce the activity, provide instructions and allow the participants to complete the activity. It's important to structure your Lesson Plan to reflect the planned timeline. Do not attempt to complete 60 minutes of content or activity in 20 minutes, just build and deliver a 20 minute lesson.
Most often you will only teach one specific 20 minute component of your assigned topic within the 20 minute lesson, rather than attempting to cover every aspect of the topic within 20 minutes. For example, if your assigned topic for Micro-Teach 2 is "Secondary Survey", you might build your 20 minute lesson plan to cover just the "Vital Signs", and leave other aspects such as SAMPLE, OPQRST and Head-to-Toe Physical Examination for separate lesson segments. Time management is an important factor in this assignment, and your overall instructional development.
Due Date
You will need to have two written/printed copies of your lesson plan for Micro-Teach 2 with you at the start of Session B. One copy will be handed into the Instructor-Trainer at the start of the class. The second copy is for you to keep and use when you conduct your lesson for Micro-Teach 2, as the facilitator at some point during Session C. Based on feedback and information you receive throughout the Instructor course, you may decide to modify your lesson plan prior to conducting it, but it's important to have a completed Lesson Plan to work with.
Objectives
As with any classroom activity, you should have a clear objective in mind when selecting, building and facilitating your Knowledge-Based Lesson Plan. The objective may involve introducing participants to new ideas or information, or it may involve learning how to apply their pre-exisiting knowledge in a new context, or it may be a mix of both. Whatever your objective, it should be specific, measurable, and inform the content and structure of your Lesson Plan and the corresponding participant activities. Factor in what information your students would already have prior to this lesson, and try to connect this activity to previous learning.
Examples of specific objectives include ensuring that the participants can list signs & symptoms of a particular medical condition, describe the underlying causes of a particular medical condition, or differentiate between two similar medical conditions. You should place strong emphasis on ensuring that your Lesson Plan provides primarily learner-centered activities. Mix-and-match, fill-in-the-blanks, gameshow style quizzes, and other similar techniques are more effective and engaging that straight lecture or slideshow. Participants who are actively engaged in seeking information will learn and retain more than participants who are passively receiving information.
Resources
For the most part, the information and content provided in your Lesson Plan must be in line with Canadian Red Cross guidelines and materials, with some exceptions where local protocols require deviation. You are encouraged to explore and utilize a wide range of the Canadian Red Cross Instructor resources available to you as you prepare your Lesson Plan. Your course package, supplemental materials, and the MyRC platform are all foundational resources that are designed and intended to give you the tools to create effective and learner-centered Lesson Plans.
- Instructor Course Package Materials
- Supplemental Instructor Downloads
- Fundamentals of Instruction - Online Modules
- Instructor Boulevard
Lesson Plan Components
The written/printed Lesson Plan that you create and hand-in should include fundamental components such as teaching time, essential content, teaching strategies, instructions to participants, required teaching materials, equipment and resources, required participant materials, equipment and resources, evaluation criteria, assessment strategies, learner-centered activities, and classroom layout.
Sample Lesson Plan for Micro-Teach 2
Knowledge-Based:
| |
Learning Objectives:
| |
Materials Required:
| |
| Time (20 minutes total) | Activity |
| 2 minutes |
|
| 10 minutes |
|
| 8 minutes |
|
| Evaluation Criteria |
|
The specific lesson plan that you develop for your Micro-Teach does not have to match the exact format and structure of the sample above. You may choose to write your Lesson Plan by hand, draft an electronic document, or utilize the Instructor Boulevard lesson plan generator. However, any Lesson Plan should include the foundational elements, such as objectives, times, required materials, learner-centered activities, participant instructions, and evaluation criteria. Ideally, another instructor should be able to read your Lesson Plan and accurately facilitate it without your guideance.
Micro-Teach Three
.jpg "Canadian Red Cross First Responder Instructor course Micro-Teach Three")
Knowledge-Based Lesson (10 minutes)
Your lesson plan for Micro-Teach 3 will be focused on ensuring your students obtain and apply new congnitive/theoretical information about your assigned topic themselves, preferrably connecting these new ideas to their pre-existing knowledge and experience. The more active involvement your students have throughout the lesson, the more likely they are to appreciate, understand and retain the concepts.
The most effective and learner-centered Knowledge-Based lessons provide opportunities for students to discover or locate the new concepts themselves (often from within their participant text books), and utilize them in a context which reinforces the relevance the information and connects meaningfully to other aspects of the course and training.
Assigned Topic
The specific topic on which you will base your Lesson Plan for Micro-Teach 3 will correlate with your assigned "Participant Number", as outlined above. You will be assigned a Participant number between 1-8 after your Instructor course application has been approved. If your application has been approved, but you don't know what Participant Number you've been assigned, contact your Instructor-Trainer right away.
You should approach your assigned topic in the context of teaching to a group of new/first time learners as part of a Canadian Red Cross First Responder course. The individual lesson that you deliver as part of Micro-Teach 3 should fit into a complete course, as a small component of the overall program.
Timeframe
Your Lesson Plan for Micro-Teach 3 will allow 10 minutes of facilitation from start to finish. This includes the time required to introduce the activity, provide instructions and allow the participants to complete the activity. It's important to structure your Lesson Plan to reflect the planned timeline. Do not attempt to complete 60 minutes of content or activity in 10 minutes, just build and deliver a 10 minute lesson.
Most often you will only teach one specific 10 minute component of your assigned topic within the 10 minute lesson, rather than attempting to cover every aspect of the topic within 10 minutes. For example, if your assigned topic for Micro-Teach 3 is "Asthma", you might build your 10 minute lesson plan to cover just the Signs & Symptoms of Asthma, and leave other aspects such as underlying causes, anatomy and physiology, treatment and asthma medications for separate lesson segments. Time management is an important factor in this assignment, and your overall instructional development.
Due Date
You will need to have two written/printed copies of your lesson plan for Micro-Teach 3 with you at the start of Session B. One copy will be handed into the Instructor-Trainer at the start of the class. The second copy is for you to keep and use when you conduct your lesson for Micro-Teach 3, as the facilitator at some point during Session D. Based on feedback and information you receive throughout the Instructor course, you may decide to modify your lesson plan prior to conducting it, but it's important to have a completed Lesson Plan to work with.
Objectives
As with any classroom activity, you should have a clear objective in mind when selecting, building and facilitating your Knowledge-Based Lesson Plan. The objective may involve introducing participants to new ideas or information, or it may involve learning how to apply their pre-exisiting knowledge in a new context, or it may be a mix of both. Whatever your objective, it should be specific, measurable, and inform the content and structure of your Lesson Plan and the corresponding participant activities. Factor in what information your students would already have prior to this lesson, and try to connect this activity to previous learning.
Examples of specific objectives include ensuring that the participants can list signs & symptoms of a particular medical condition, describe the underlying causes of a particular medical condition, or differentiate between two similar medical conditions. You should place strong emphasis on ensuring that your Lesson Plan provides primarily learner-centered activities. Mix-and-match, fill-in-the-blanks, gameshow style quizzes, and other similar techniques are more effective and engaging that straight lecture or slideshow. Participants who are actively engaged in seeking information will learn and retain more than participants who are passively receiving information.
Resources
For the most part, the information and content provided in your Lesson Plan must be in line with Canadian Red Cross guidelines and materials, with some exceptions where local protocols require deviation. You are encouraged to explore and utilize a wide range of the Canadian Red Cross Instructor resources available to you as you prepare your Lesson Plan. Your course package, supplemental materials, and the MyRC platform are all foundational resources that are designed and intended to give you the tools to create effective and learner-centered Lesson Plans.
- Instructor Course Package Materials
- Supplemental Instructor Downloads
- Fundamentals of Instruction - Online Modules
- Instructor Boulevard
Lesson Plan Components
The written/printed Lesson Plan that you create and hand-in should include fundamental components such as teaching time, essential content, teaching strategies, instructions to participants, required teaching materials, equipment and resources, required participant materials, equipment and resources, evaluation criteria, assessment strategies, learner-centered activities, and classroom layout.
Sample Lesson Plan for Micro-Teach 3
Knowledge-Based:
| |
Learning Objectives:
| |
Materials Required:
| |
| Time (10 minutes total) | Activity |
| 1 minute |
|
| 2 minutes |
|
| 4 minutes |
|
| 3 minutes |
|
| Evaluation Criteria |
|
The specific lesson plan that you develop for your Micro-Teach does not have to match the exact format and structure of the sample above. You may choose to write your Lesson Plan by hand, draft an electronic document, or utilize the Instructor Boulevard lesson plan generator. However, any Lesson Plan should include the foundational elements, such as objectives, times, required materials, learner-centered activities, participant instructions, and evaluation criteria. Ideally, another instructor should be able to read your Lesson Plan and accurately facilitate it without your guideance.
Micro-Teach Four
.png "Canadian Red Cross First Responder Instructor course Micro-Teach Four")
Skill-Based Lesson (20 minutes)
Your lesson plan for Micro-Teach 4 will be focused on ensuring your students obtain and apply new hands-on physical skills related to your assigned topic, preferrably connecting these new skills to their pre-existing abilities and experience. The more active involvement your students have throughout the lesson, the more likely they are to appreciate, understand and retain the skills.
The most effective and learner-centered Knowledge-Based lessons provide opportunities for students to practice the skills themselves with as much realism as possible, and utilize them in a context which reinforces their relevance and connects meaningfully to other aspects of the course and training.
Assigned Topic
The specific topic on which you will base your Lesson Plan for Micro-Teach 4 will correlate with your assigned "Participant Number", as outlined above. You will be assigned a Participant number between 1-8 after your Instructor course application has been approved. If your application has been approved, but you don't know what Participant Number you've been assigned, contact your Instructor-Trainer right away.
You should approach your assigned topic in the context of teaching to a group of new/first time learners as part of a Canadian Red Cross First Responder course. The individual lesson that you deliver as part of Micro-Teach 4 should fit into a complete course, as a small component of the overall program.
Timeframe
Your Lesson Plan for Micro-Teach 4 will allow 20 minutes of facilitation from start to finish. This includes the time required to introduce the activity, provide instructions and allow the participants to complete the activity. It's important to structure your Lesson Plan to reflect the planned timeline. Do not attempt to complete 60 minutes of content or activity in 20 minutes, just build and deliver a 20 minute lesson.
Most often you will only teach one specific 20 minute component of your assigned topic within the 20 minute lesson, rather than attempting to cover every aspect of the topic within 20 minutes. For example, if your assigned topic for Micro-Teach 4 is "Tourniquets", you might build your 20 minute lesson plan to cover just the hands-on application of a tourniquet improvised from a triangular bandage and penlight, and leave other aspects such as commercially manufactured tourniquets for a separate lesson segment. Time management is an important factor in this assignment, and your overall instructional development.
Due Date
You will need to have two written/printed copies of your lesson plan for Micro-Teach 4 with you at the start of Session B. One copy will be handed into the Instructor-Trainer at the start of the class. The second copy is for you to keep and use when you conduct your lesson for Micro-Teach 4, as the facilitator at some point during Session D. Based on feedback and information you receive throughout the Instructor course, you may decide to modify your lesson plan prior to conducting it, but it's important to have a completed Lesson Plan to work with.
Objectives
As with any classroom activity, you should have a clear objective in mind when selecting, building and facilitating your Skill-Based Lesson Plan. The objective may involve introducing participants to new hands-on skills, or it may involve learning how to apply their pre-exisiting skills in a new context, or it may be a mix of both. Whatever your objective, it should be specific, measurable, and inform the content and structure of your Lesson Plan and the corresponding participant activities. Factor in which skills your students would already have prior to this lesson, and try to connect this activity to previous learning.
Examples of specific objectives include ensuring that the participants can correctly place their hands on the chest for CPR compressions, perform CPR compressions at the correct depth and tempo, or perform BVM ventilations while maintaining a good seal. You should place strong emphasis on ensuring that your Lesson Plan provides primarily learner-centered activities. Demo-describe-do-discuss, scenarios, and skill stations are examples of effective learning strategies for hands-on skills. Participants who are actively engaged in applying hands-on skills will learn and retain more than participants who are passively observing skill performance.
Resources
For the most part, the skills, information and content covered in your Lesson Plan must be in line with Canadian Red Cross guidelines and materials, with some exceptions where local protocols require deviation. You are encouraged to explore and utilize a wide range of the Canadian Red Cross Instructor resources available to you as you prepare your Lesson Plan. Your course package, supplemental materials, and the MyRC platform are all foundational resources that are designed and intended to give you the tools to create effective and learner-centered Lesson Plans.
- Instructor Course Package Materials
- Supplemental Instructor Downloads
- Fundamentals of Instruction - Online Modules
- Instructor Boulevard
Lesson Plan Components
The written/printed Lesson Plan that you create and hand-in should include fundamental components such as teaching time, essential content, teaching strategies, instructions to participants, required teaching materials, equipment and resources, required participant materials, equipment and resources, evaluation criteria, assessment strategies, learner-centered activities, and classroom layout.
Sample Lesson Plan for Micro-Teach 4
Skill-Based:
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Learning Objectives:
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Materials Required:
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| Time (20 minutes total) | Activity |
| 1 minute |
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| 3 minutes |
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| 12 minutes |
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| 4 minutes |
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| Evaluation Criteria |
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The specific lesson plan that you develop for your Micro-Teach does not have to match the exact format and structure of the sample above. You may choose to write your Lesson Plan by hand, draft an electronic document, or utilize the Instructor Boulevard lesson plan generator. However, any Lesson Plan should include the foundational elements, such as objectives, times, required materials, learner-centered activities, participant instructions, and evaluation criteria. Ideally, another instructor should be able to read your Lesson Plan and accurately facilitate it without your guideance.
Step 2.4
Workbooks
.jpg "Canadian Red Cross First Responder Workbook")
First Responder Workbook
The Canadian Red Cross First Responder Workbook is a self-directed study guide companion to the Emergency Care for Professional Responders text book. Completing the Canadian Red Cross First Responder Workbook will help familiarize you with the content and principles covered in the Canadian Red Cross First Responder programs, and accompanying materials and resources.
You must have the First Responder Workbook completed and printed prior to Classroom Session B of your First Responder Instructor course. You'll need to bring the printed, completed copy with you to that session and hand it into your Instructor-Trainer at the start of class. If you do not hand in a completed copy of the Canadian Red Cross First Responder Workbook at the start of Classroom Session B, you may not be permitted to continue with the First Responder Instructor course.
Program Standards Orientation Workbook
Completing the Program Standards Orientation Workbook will help familiarize you with the rules and regulations surrounding the delivery of Canadian Red Cross Professional Responder program courses, as outlined in the Canadian Red Cross First Aid Program Standards. You must have the Program Standards Orientation Workbook completed and printed prior to the first session of your First Responder Instructor course.
You must bring the completed and printed orientation Workbook with you to Session B, and hand it into your Instructor-Trainer at the start of class. If you do not hand in a completed copy of the Program Standards Orientation Workbook at the start of Session B, you may not be permitted to continue with the First Responder Instructor course.
Step 2.5
Classroom Sessions B & C
.jpg "Kelowna First Responder Instructor course Sessions B and C")
The following is a rough schedule and course outline of the topics, content and activities covered in the Fundamentals of Instruction classroom (Sessions B and C) of your Canadian Red Cross First Responder Instructor course.
The first day of the Fundamentals of Instruction component is actually classroom Session B, and the second day is Classroom Session C on the schedule. Unless specified otherwise, each classroom session will start at 08:00 (8 a.m.) every morning, and conclude by 17:00 (5 p.m.) every evening. Participants should be prepared to stay later than planned, in case unexpected delays or challenges make extended timelines necessary for successful completion.
You must arrive at each session on time, with all relevant course materials printed and assignments completed. You are also expected to keep open mind, remain engaged and participate positively throughout all activities and lessons. The course outlines shown below are flexible and may be modified, at the Instructor-Trainer's discretion to meet the specific learning needs of individual participants and groups.
| Fundamentals of Instruction Day 1 |
| START |
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| BREAK |
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| LUNCH |
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| BREAK |
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| FINISH |
Additional Homework
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| Fundamentals of Instruction Day 2 |
| START |
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| BREAK |
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| LUNCH |
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| BREAK |
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| FINISH |
Additional Homework
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.png "Canadian Red Cross First Responder Instructor Development Step 3")
Step 3: Discipline Specific
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Classroom Session D |
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Classroom Session E |
Step 3 of your Canadian Red Cross First Responder Instructor course includes completion of the Discipline specific classroom sessions. This includes attending and actively participating in the Discipline Specific Day 1 class, which is Classroom Session D, and the Discipline Specific Day 2 class, which is Classroom Session E on the schedule.
It's important that you read through the individual components of each step carefully, to ensure you fully understand what is required for the successful completion of Canadian Red Cross First Responder Instructor certification.
The First Responder Instructor Development Program involves significant self-directed study and preparation, as well as a high degree of personal accountability. The completion of each step, on time and in correct sequence, is crucial to the completion of all the other steps and your overall success as an Instructor candidate.
Professional Responder Discipline
Classroom Sessions D & E
.jpg "Kelowna First Responder Instructor course Sessions D and E")
The following is a rough schedule and course outline of the topics, content and activities covered in the Discipline classroom sessions of your Canadian Red Cross First Responder Instructor course. Unless specified otherwise, each classroom session will start at 08:00 (8 a.m.) every morning, and conclude by 17:00 (5 p.m.) every evening.
You must arrive at each session on time, with all relevant course materials printed and assignments completed. You are also expected to keep open mind, remain engaged and participate positively throughout all activities and lessons. The adage "You get out of it what you put into it" is never more apt than throughout a Canadian Red Cross Instructor course. Your positive contributions to the classroom sessions will make course enjoyable and educational for everyone, including yourself, your fellow participants and the Instructor-Trainer.
The course outlines shown below are flexible and may be modified, at the Instructor-Trainer's discretion to meet the specific learning needs of individual participants and groups. Participants should be prepared to stay later than planned, in case unexpected delays or challenges make extended timelines necessary for successful completion.
| Discipline Specific Day 1 |
| START |
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| BREAK |
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| LUNCH |
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| BREAK |
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| FINISH |
Additional Homework
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| Discipline Specific Day 2 |
| START |
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| BREAK |
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| LUNCH |
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| BREAK |
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| FINISH |
Physical Requirements
.jpg "Physical requirements for Canadian Red Cross First Responder Instructor courses in Kelowna, BC")
Participating in your Canadian Red Cross Instructor course will involve significant physical activity. If you have medical conditions, physical injuries or limitations that might compromise your ability to safely participate in these physical activities, you must notify your Instructor-Trainer at the start of your course.
Your Canadian Red Cross Instructor-Trainer will make reasonable efforts to adapt and accomodate your limitations, however there are minimum hands-on practical requirements to complete this program and it is your responsibility to decide whether or not you can safely complete any particular task.
Physical activities typical of Canadian Red Cross First Responder Instructor courses include kneeling on the ground, laying on the ground, walking up and down stairs, rolling and lifting an adult sized patient, performing CPR chest compression, using a pocket mask with a one-way valve to inflate the lungs of a CPR mannequinm sitting or standing for 15-30 minutes at at time, tying simple knots, and tearing medical tape.
What to Bring
.jpg "What you should bring to your Canadian Red Cross First Responder Instructor course in Kelowna and Vancouver, BC")
Ensure you arrive at each classroom session with everything you need to be safe, comfortable and successful throughout the duration of each class. This includes ensuring that you bring all the relevant course materials, supplies and assignments. A laptop computer or tablet with internet connectivity will be necessary to complete some of the in-class assignments pertaining to your MyRC Profile and Instructor Boulevard platform.
If you require glasses or contact lenses to read your books or view the classroom displays, please ensure that you wear them to every session. If you require regular medications, you must bring enough to last the duration of each session.
You will also want a water bottle to stay hydrated, and a hot beverage container with any coffee or tea you want to have available. A change of clothes is recommended in case the classroom temperature fluctuates or you perspire heavily during the physical components of the class.
Breaks & Nutrition
.jpg "Breaks and lunch during your Canadian Red Cross First Responder Instructor course in Kelowna, BC")
It is your responsibility to ensure that you arrive at each session with enough food and drinks to remain nourished and hydrated for the duration of the class. There will be a 15 minute break approximately every 2 hours throughout each session, and a 30 minute lunch break near the mid-day.
Access to local stores and restaurants may be limited, so you should bring all your lunch, drinking water and snacks with you. Please select and bring meals which do not require in-class preparation or heating, as you will not have access to the kitchen facilities within the building.
Use of electronics and mobile devices is discouraged except during breaks and when the Instructor-Trainer deems it specifically appropriate for a classroom activity. Smoking (including the use of vaporization products) is prohibited to break times and only in designated outdoor areas. Consumption of alcohol or other recreational substances in the classroom or on the grounds is prohibited, and being impaired in the classroom may result in ejection from the program.
Hygiene & Attire
.jpg "Hygiene and attire for your Canadian Red Cross First Responder Instructor course in Kelowna, BC")
Participating in your Canadian Red Cross Instructor course will involve working in close proximity with your classmates, and respectful physical contact is an unavoidable component of hands-on first aid training. Out of consideration for your classmates, please arrive and participate with professionalism, hygeine, modesty and the comfort of others in mind.
Hygiene and beauty products should be unscented or lightly-scented only, and any jewellery or accessories that could cause injury or entaglement may need to be removed (please do not bring expensive jewellery or irreplaceable heirlooms which can become lost). Longer hair needs to be secured in a way that prevents it from obscuring your vision or getting into others mouths and eyes.
Your clothing should allow you to participate with comfort & modesty. Some types of clothing may restrict your ability to participate or compromise your classmates' comfort. Slogans or images that might be considered controversial, disrespectful or confrontational should be avoided. Although it is impossible to define every aspect of the term "inappropriate" ahead of time, we ask that you take this into consideration when making your choices.
Code of Conduct
.jpg "Social Interaction in Canadian Red Cross First Responder Instructor courses in Kelowna, BC")
As a participant in a Canadian Red Cross First Responder Instructor course, you will need to work with and show respectful behaviour towards all of your classmates. Regardless of any personal, philosophical, religious or political differences, you must support each other's learning and development throughout the course.
Each participant will bring their own unique experiences, backgrounds and perspectives to your Instructor course, which will make the course more interesting and relevant for everyone, provided mutual respect is consistently demonstrated. Respect is particularly important when learning, practicing or performing skills that involve physical contact with another participant. Close proximity and physical contact are unavoidable components of many core Professional Responder skills and training, so participants must be as respectful and professional as possible during these segments.
You are not required to agree with every aspect of your classmates' lifestyles and opinions, however you are expected to demonstrate respectful, supportive behaviour towards each other at all times.
.png "Canadian Red Cross First Responder Instructor Development Step 4")
Step 4: Teaching Experience
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4.1 Online Modules |
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4.2 Lesson Plan |
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4.3 Schedule Course |
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4.4 Pre-Course |
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4.5 In-Class Experience |
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4.6 Form Submission |
Step 4 of your Canadian Red Cross First Responder Instructor course involves preparing for and completing your First Responder course Teaching Experience. This includes creating a First Responder course Lesson Plan, and teaching a complete First Responder course under the supervision and mentorship of a Canadian Red Cross EMR Instructor-Trainer or First Responder level Teaching Experience Supervisor.
You will have one year from the final date of your First Responder Instructor course to complete the corresponding Teaching Experience. For example, if your Instructor course concluded on June 1st, 2022 you would have until June 1st, 2023 to complete all the components and steps of your Teaching Experience. If you don't finish the Teaching Experience components within one year, your eligibility to complete the Teaching Experience and receive Instructor certification expires, and you will need to restart the process.
It's important that you read through the individual components of each step carefully, to ensure you fully understand what is required for the successful completion of Canadian Red Cross First Responder Instructor certification.
The First Responder Instructor Development Program involves significant self-directed study and preparation, as well as a high degree of personal accountability. The completion of each step, on time and in correct sequence, is crucial to the completion of all the other steps and your overall success as an Instructor candidate.
Step 4.1
Online Teaching Experience Modules
.PNG "Kelowna First Responder Instructor course Teaching Experience module")
Through your MyRC Profile, you can access and complete the "Fundamentals of Instruction - Teaching Experience" online course modules.
Completing the online Teaching Experience elearning course modules will help orient you to the Teaching Experience process as a whole, the intended outcomes, and the individual components including pre-course requirements, during course requirements, and post-course requirements. You will also obtain a clearer understanding of how to ensure your Teaching Experience is properly documented and processed in a timely fashion.
Module Resources
While logged into the online Teaching Experience course modules, through your Canadian Red Cross MyRC Profile, you will have access to many of the accessory forms and documentation required to prepare for your Teaching Experience.
Once you have completed the online Teaching Experience modules, you will be able to download a certificate of completion. Prior to submitting your Lesson Plan or scheduling your in-class supervised Teaching Experience course date, you will need to complete the online modules and email a copy of your completion certificate to your Instructor-Trainer.
Online Modules
- Navigation
- Learning Objective
- Benefits of the Teaching Experience
- Recap of the Fundamentals of Instruction
- Step One - Connect with the TES
- Establish a Facilitation Charter
- Discuss Course Details
- Step Two - Complete Pre-Course Tasks
- Knowledge Check
- Plan Your Course and Lessons
- Prepare Content & Teaching Aids
- Establish a Safe Learning Environment
- Step Three - Reconnect with the TES
- Check-In Timeline
- Feedback Between Co-Facilitators
- Evaluation Criteria
- Next Steps
- Quick Recap
- Congratulations!
Step 4.2
Lesson Plan
.jpg "Canadian Red Cross Instructor course Teaching Experience Lesson Plan")
First Responder Lesson Plan
After finishing the Online Teaching Experience modules, you will need to create a complete Lesson Plan for a Canadian Red Cross First Responder course.
Creating a workable and learner-centered Lesson Plan for a First Responder course will require a significant investment of time, effort and revision. You will need to start the process of completing your Lesson Plan well in advance of your anticipated Teaching Experience course date. As you develop and complete your course Lesson Plan, you will want to utilize all your Canadian Red Cross Instructor resources, including your Instructor Guides, Participant Manuals, Fundamentals of Instruction, Instructor Boulevard, and Program Standards.
Revision & Approval
Once you have finished your Canadian Red Cross course Lesson Plan, you will submit the completed plan to your assigned supervising Instructor-Trainer or TES for review and approval. Your supervising I-T/TES may provide feedback that includes suggestions for revision or adjustment to your Lesson Plan prior to final approval. After making any required changes, you will re-submit your Lesson Plan for further review. You will need to receive final approval of your completed Lesson Plan from your supervising I-T/TES before moving on to Step 4.3
You don't need to create a "perfect" Lesson Plan (if such a thing exists) or even commit to using the Lesson Plan you've created for a specific number of courses or period of time. However, you do need to demonstrate to your supervising Instructor-Trainer that you are capable of building and modifying a complete, functional and learner-centered Lesson Plan that you can work with and improve upon unsupervised, after receiving full Instructor certification.
Step 4.3
Schedule Teaching Experience
.jpg "Instructor course Teaching Experience course date")
In-House Schedule
Once your completed First Responder course Lesson Plan has been approved by your supervising Instructor-Trainer (I-T) or Teaching Experience Supervisor (TES) you can start the process of scheduling a specific date to complete your in-class Teaching Experience in an actual First Responder course. You will need to contact your Supervising Instructor-Trainer with a list of your 3 preferred start dates, based on their upcoming course schedule. Your own schedule will need to accommodate being physically present for every session of the First Responder course in which you complete your supervised Teaching Experience.
Outside Providers
If you own/work for another Canadian Red Cross Training Partner, you may prefer to conduct your Teaching Experience in your own classroom that accommodates a group of interested participants with whom you've already made arrangements. In these circumstances you, or the Training Partner, would be essentially hiring your Instructor-Trainer to teach the course. This would involve Instructor fees over and above the normal Teaching Experience facilitation costs, which were built into your Instructor course fees.
Advance Planning
You will need to submit your Teaching Experience request at least 30 days prior to your requested start dates. Your supervising Instructor-Trainer will reply to your email to confirm the course date that can accommodate your Teaching Experience, as well as the name and contact information of your assigned supervising I-T/TES. From there, you can begin collaborating with your assigned supervisor and prepare for your classroom Teaching Experience.
Step 4.4
Pre-Course Responsiblities
.jpg "Kelowna First Responder Instructor course Teaching Experience Pre-Course Responsibilities")
After you have selected and confirmed a specific First Responder course date and location for your Teaching Experience, you will need to communicate with your assigned supervising Instructor-Trainer/TES to establish and complete your Pre-Course responsibilities. Depending on schedules, locations and availability, you and your assigned supervisor may meet in person, over the phone, through video meetings, comminicate by text or email, or a combination of all these approaches.
Pre-Course Communication
You will need to communicate/meet with your assigned supervising Instructor several times as you prepare for your Teaching Experience, so you should set aside a significant amount of time in your daily schedule to accommodate ample opportunities for both parties. You may need to be flexible about your own availability, and your supervisor will do the same when possible. It's important to ensure that you and your supervisor both feel comfortable with your understanding of and preparation for your Teaching Experience responsibilities.
Although you will be present and actively engaged in the teaching activities throughout the entire First Responder course, you will also have designated topics which you will be prepared to deliver on your own. Your supervising Instructor-Trainer/Teaching Experience Supervisor will be available to help you as needed through these topics, but you should be prepared to teach them solo, without correction or coaching.
Your pre-course Teaching Experience responsibilities, tasks and communications to be coordinated and confirmed with your assigned supervising I-T/TES include...
- Complete a Facilitation Charter
- Complete a Classroom Details Checklist
- Your assigned lesson topic and plan for Teaching Experience Skill #1
- Your assigned lesson topic and plan for Teaching Experience Skill #2
- Your assigned lesson topic and plan for Teaching Experience Knowledge #1
- Your assigned lesson topic and plan for Teaching Experience Knowledge #2
- Prepare and organize all relevant teaching aids and course paperwork
- Establish parameters to create a safe learning environment
Step 4.5
Classroom Teaching Experience
.jpg "Kelowna First Responder Instructor course Classroom Teaching Experience Responsibilities")
The next step in completing the Teaching Experience component of your Canadian Red Cross Instructor Certification Pathway is teaching an actual First Responder course under the supervision of a qualified Canadian Red Cross Instructor-Trainer (I-T) or Teaching Experience Supervisor (TES).
Supervisor Qualifications
The supervising Instructor assigned to your Teaching Experience must be either an EMR Instructor-Trainer or an First Responder Instructor with Teaching Experience Supervisor certification. In particular if you are completing your Teaching Experience with someone other than your course Instructor-Trainer, you must be clear with your supervising Instructor about the level of Instructor certification you are obtaining and the type of course you will be co-facilitating in your Teaching Experience, to ensure that you are paired with a supervisor who is qualified and authorized to sign-off on your Teaching Experience form.
Classroom Experience
The classroom Teaching Experience component is your opportunity to actually teach a Canadian Red Cross First Responder course with the "safety net" of a more experienced Instructor in the room with you. If you struggle with lesson plan flow, implementation of student activities, or your students ask questions to which you don't know the answer, your supervising Instructor is there to back you up. You'll gain invaluable, practical experience as a new Instructor and learn lots of tips and techniques as modelled and advised by your supervisor.
Your classroom Teaching Experience responsibilities, to be conducted and documented under the supervision of your assigned I-T/TES and as outlined within your Teaching Experience Form include...
During course responsibilities
- Start a Canadian Red Cross First Responder course
- Maintain a safe learning environment
- Adhere to the Canadian Red Cross Standards of Behaviour
- Teach your assigned Teaching Experience Skill #1 lesson topic
- Teach your assigned Teaching Experience Skill #2 lesson topic
- Teach your assigned Teaching Experience Knowledge #1 lesson topic
- Teach your assigned Teaching Experience Knowledge #2 lesson topic
- Assess participants, providing feedback and additional instruction as required
- Adapt instructional approach to meet specific learner needs
- Resolve conflict (if applicable)
- Evaluate participants
- Close a Canadian Red Cross First Responder course
Post-Course responsiblities
- Decontaminate teaching aides
- Complete and file/submit all relevant course paperwork
Step 4.6
Teaching Experience Form Submission
.jpg "First Responder Instructor course Teaching Experience Form submission")
The final step in the Teaching Experience component of your Canadian Red Cross First Responder Instructor certification pathway is to ensure your Teaching Experience form is completely and accurately filled out, and submit the form to the Instructor Development Center that provided your Instructor course.
Form Completion
You and your supervising Instructor should be reviewing and filling out relevant sections of the Teaching Experience criteria, as listed on your Teaching Experience form, as you progress through the classroom Teaching Experience component. After each teaching segment, and at the end of each classroom session you and your supervising Instructor should discuss what is going well and what can be improved as you move forward. Your supervisor's comments, insights and suggestions should be documented in the notes sections of the Teaching Experience form so you can review these points again at a later time.
Once you and your assigned Instructor-Trainer/Teaching Experience supervisor have ensured that all the relevant sections and assignments have been completed, you will both sign and date the appropriate fields on page 1 of the form.
Mandatory criteria to document a successful Teaching Experience, as outlined and recorded on your Teaching Experience Form include...
- Start a Canadian Red Cross First Responder course
- Maintain a safe learning environment
- Adhere to the Canadian Red Cross Standards of Behaviour
- Teach your assigned Teaching Experience Skill #1 lesson topic
- Teach your assigned Teaching Experience Skill #2 lesson topic
- Teach your assigned Teaching Experience Knowledge #1 lesson topic
- Teach your assigned Teaching Experience Knowledge #2 lesson topic
- Assess participants, providing feedback and additional instruction as required
- Adapt instructional approach to meet specific learner needs
- Resolve conflict (if applicable)
- Evaluate participants
- Close a Canadian Red Cross First Responder course
- Decontaminate teaching aides
- Complete and file/submit all relevant course paperwork
- Complete the Reflection assignment on your Teaching Experience form
Form Submission
You will then scan or photocopy your completed Teaching Experience form and send a paper or electronic copy to the Instructor Development Center who provided your Instructor course. We strongly recommend that you keep the original and completed copy of your Teaching Experience form for your own records, as a reference for self-reflection on your instructor development and as proof of completion if any miscommunications or lost paperwork occur.
Upon receiving a completed copy of your Teaching Experience Form, your Instructor Development Center will be able to document your completion of the Teaching Experience component on your MyRC instructor course roster. This will allow the MyRC system to generate your actual Instructor Certificate and make it available to you from within your personal MyRC Profile.
Your corresponding Canadian Red Cross Instructor certificate will be valid for 3 years. This is calculated based on the completion date of your Instructor course, not on the date of your Teaching Experience.
.png "Canadian Red Cross First Responder Instructor Development Step 5")
Step 5: Instructor Certification
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Certification Cycle |
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Teaching Requirements |
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Instructional Expansion |
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Multiple Disciplines |
After you have completed Steps 1-4 of the Canadian Red Cross First Responder Instructor certification pathway, you will receive your First Responder Instructor Certificate. Depending on how complete and accurate your Teaching Experience form is, and how quickly you submit it to the Instructor Development Center who provided your Instructor course, it can take several days after finishing your Teaching Experience before your actual Instructor Certification is processed.
As soon as your Instructor certification is resolved and finalized on the Canadian Red Cross MyRC Platform, you will receive a notification at the email address connected to your personal MyRC Profile, with the Instructor Certificate attached. You will also be able to view, verify and download any of your certificates through the "My Certifications" section of your MyRC Profile.
It's important to note that until your Instructor certification is processed through the MyRC Platform you will not be able to teach any courses, as the system will not recognize you as a valid instructor, and the participant level course roster cannot be created with you named as the Instructor. Verbal confirmation of your Instructor certification is not sufficient for this purpose, so you must not schedule yourself to teach any courses until your new credentials are available through your MyRC Profile.
Certification Cycle
.jpg "Kelowna First Responder Instructor Maintentance and Renewal Requirements")
Your initial Canadian Red Cross First Responder Instructor Certificate will be valid for 3 years, and expires on the final day of that 3 year instructional cycle. This is based on the date that you completed your First Responder Instructor course, not from the date you completed your Teaching Experience component. If the last day of your Instructor course was June 1st, 2022 then your corresponding Instructor certificate will expire on June 1st, 2025 (3 years later) regardless of the exact day that you completed your Teaching Experience and submitted your forms.
Instructor Recertification
In order to maintain your Canadian Red Cross First Responder Instructor certificate past the initial 3-year instructional cycle, you must meet the minimum teaching requirements for and complete an Instructor Recertification course before your current First Responder Instructor certificate expires. If you do not complete an Instructor Recertification course before your Instructor Certificate expires, you will no longer be authorized to teach Canadian Red Cross First Responder courses, and you will need to restart the Instructor Certification process if you wish to start teaching again. It is far more efficient and beneficial to maintain your existing Instructor certifications than to re-obtain one that has expired.
Minimum Teaching Requirements
.jpg "Kelowna First Responder Instructor certification Minimum Teaching Requirements")
In order to qualify to attend a First Responder Instructor Recertification course, you must be able to provide proof that you've met the minimum teaching requirements for FRI Recertification. These requirements include teaching at least 3 Canadian Red Cross First Aid Programs courses within your last 3-year instructor certification cycle. At least 1 of those 3 courses must have been either a Canadian Red Cross First Responder course or First Responder Recertification course.
Teaching Records
To this end, it is important that you ensure the Canadian Red Cross Training Partner(s) for whom you are teaching for is/are regularly and accurately recording your courses on the MyRC Course Management system. When the Training Partner creates a course on the course manager system, they will record your name as the Instructor for that specific course, and this will be correlated in your personal MyRC Profile.
Although you may not be involved with the administrative side of the MyRC course management for your Training Partner(s), it is in your best interest to ensure that each course you teach is showing up in the "My Courses" section of your personal MyRC Profile. If the courses you teach are not migrating to your personal MyRC Profile, you may not be able to qualify for Instructor Recertification.
Instructional Expansion
.jpg "Canadian Red Cross Instructor expansion")
After you have received your Canadian Red Cross First Responder Instructor certification, you can obtain additional Instructor certifications from other Canadian Red Cross First Aid Program Disciplines. First Responder Instructor certification is part of the Professional Responder Program Discipline. Other Canadian Red Cross First Aid Program Disciplines include the Core Programs and the Wilderness Programs.
Core Discipline
Obtainable Instructor certifications from within the Canadian Red Cross Core First Aid Programs include CPR Instructor (CPRI), and First Aid & CPR Instructor (FAI).
Wilderness Discipline
Obtainable Instructor certifications from within the Canadian Red Cross Wilderness First Aid Programs include Remote First Aid Instructor (RFI), Wilderness First Aid Instructor (WFAI), and Wilderness First Responder Instructor (WFRI).
Professional Responder Discipline
Obtainable Instructor certifications from within the Canadian Red Cross Professional Repsonder First Aid Programs include Basic Life Support Instructor (BLSI), First Responder Instructor (FRI), and Emergency Medical Responder Instructor (EMRI).
Expansion Pathway
The process to add new Instructor Certifications is shorter than the intial Instructor Certification process, with less steps required. Participant level certification for the corresponding Instructor certification you wish to obtain is a baseline requirement. Expansion to a higher level of Instructor Certification within your existing Discipline is the shortest process, which expansion to another Discipline still requires a Teaching Experiece component. Click here to see which steps are required for Expansion to another Instructional Discipline, based on your current level(s) of Instructor certification and the new Instructor certification you wish to obtain.
Multiple Disciplines
.jpg "Multiple Canadian Red Cross Instructor certifications")
If you hold multiple Canadian Red Cross Instructor certifications, in different Program Disciplines, you must maintain and recertify each individual Instructor certification separately. This includes meeting the minimum teaching requirements for each individual Instructor certification, and attending a separate Instructor Recertification course for each individual Instructor certification.
The minimum teaching requirements are not "cumulative" so you still only need to teach at least 3 Canadian Red Cross courses total within your Instructional cycles. However, you will need to ensure that you teach at least 1 course at the highest level of Instructor certification you hold in each Discipline. It is technically possible to qualify for Instructor Recertification in all 3 Disciplines, having only taught a total of 3 courses in the past 3 years, however you may find that this is not enough to feel professionally comfortable.
Your specific Instructor certificates will likely expire on different dates, possibly in different years, based on the date that you completed your Instructor Certification Pathway for each one. If you allow one specific Instructor certification to lapse, that will not affect any other current Instructor certifications you that you hold, but you will not be able to continue teaching the courses that were specific to the Instructor certification that has expired.