Version 1: Upon successful completion of the course, students will be able to: supervise emergency field command operations and manage comprehensive administrative needs of Emergency Medical Service personnel assigned to the field stations. Version 2: Same as Version 1, additionally, define the usual reader of Bureau of EMS documents; identify the dynamics of scheduling that require planning and frequent review and list factors that require scheduling changes; create a calendar for scheduling of periodic reports including daily, weekly, monthly, quarterly, annual, and intermittent; review attendance records and make necessary corrections; discuss options available to subordinates to avoid sanction status and the role of station officers in providing clear documentation; review and assess a problematic employee's attendance status and present and defend their determinations to the class and a panel of senior EMS Command Chiefs for further discussion and feedback; explain multiple aspects of situational awareness including secondary explosive devices targeting responders, active shooter incidents, and use of apparatus for shielding/line of sight protections/command post;establish effective field communications with Lieutenants and Deputy Chiefs to maintain clarity and accuracy of information; demonstrate competence in live simulations; manage subway incidents, EMS resources at a high-rise building, and MayDay management during a fire scene; discuss critical aspects of leadership conduct and create a list of those characteristics that leaders possess; participate in scenarios that demonstrate quality leadership communications and assertive behavior which will affect ability to project command presence; identify basic resource requirements for Mass Casualty Responses; identify factors requiring extraordinary circumstances (extreme weather, spike in call volume, special events, etc); assume Medical Branch Director responsibilities on arrival and provide clear direction to any EMS member who fails to follow ICS protocols or whose performance falls short of job expectations; review abovementioned errors and utilize Goleman's Emotional Intelligence qualities(self-awareness, self-regulation, motivation, empathy, and social skills); differentiate among motivated (and unmotivated) subordinate officers and develop strategies to promote harmonious working groups and teams; compare and contrast values of the four communication profiles (analytic, driver, expressive, amiable); define advocacy as a field leader and provide rewards for positive performance; define the limits of authority and delegation; discuss benefits of all Leadership styles and their relevance to FDNY EMS officers; discuss strategies for guiding Lieutenants through the evaluation process and common issues in evaluation and helpful steps in preventing unfair evaluation practices; outline expectations for the Lieutenant's approach to their subordinates before, during, and after an evaluation; propose considerations of the reviewer in providing feedback to the rater; differentiate between objective and subjective factors; describe the effects of recency, overemphasis, non-forgiveness, prejudice, favoritism, grouping, indiscrimination, and stereotyping; identify and correct problematic verbiage; discuss general guidelines to fair and appropriate evaluation practices; outline effective communication practices including active listening behaviors, eliminating barriers and providing feedback; describe essential elements of effective communication including knowing your message and recipient, maintaining objectivity and avoiding tangents; cultivate productive and harmonious relationships with superiors through effective communications; build trust with peers and subordinates through professional communications; recognize methods to empower the supervisory team and support their efforts; evaluate command discipline complaint reports while considering the circumstances, past similar episodes, seriousness of infraction, and past adjudication; explore the motivation of the issuing officer, interpersonal communications between officer and member; navigate through the delicate balance of supporting subordinate officers and maintaining strict fairness; clearly communicate behavioral expectations; and describe how to reestablish relationships with employees at the Command Discipline session. Version 3: Students will be able to: explain the task and standards of an EMS Captain; manage and prioritize the administrative responsibilities of an EMS Captain; identify critical thinking and decision-making skills; discuss the importance of effective communication as a leadership trait; recognize the value of active listening; identify the various social styles and how to interact with each style; prepare various FDNY reports in a concise and direct manner; develop strategies to run an efficient EMS Station; review and comprehend FDNY policies and procedures; practice Multiple Casualty Incident command and radio operations; apply concepts of the group project work to complex problems at an EMS Station; implement methods to ensure that station personnel remain informed and motivated; develop strategies to clearly delegate tasks to station officers; analyze various FDNY web based application; and measure performance in a consistent manner for effective evaluations.

Version 1, 2, 3, and 4: Upon successful completion of the course, students will be able to: describe basic human anatomy and physiology; explain the rationale and describe fundamentals of pre-hospital care and treatment of the sick and injured; perform a primary and secondary patient survey by evaluating and treating a patient suffering from trauma or a medical emergency; perform cardiopulmonary resuscitation and clear an obstructed airway; defibrillate a patient in ventricular fibrillation; recognize the signs, symptoms and treatment of shock and external hemorrhage; perform immobilization techniques; prepare a mother for cephalic delivery; provide care to a newborn; demonstrate basic disentanglement of a patient, packaging and preparation for removal from the scene of an emergency; file a standardized NYS Patient Care Report; describe the roles and responsibilities of the first responder in performing both emergency and operational aspects of the job; and demonstrate proper use and care of emergency equipment.

Version 1, 2, and 3: Upon successful completion of the course, students will be able to: describe the differences between training, education and instruction; identify which of the three learning domains each objective primarily belongs to; develop a lesson plan, including the presentation method to be used, identify the presentation medium, select an appropriate room layout and develop a valid evaluation tool based on the objectives; evaluate students’ performances as related to instructional objectives and provide appropriate feedback to students to elicit behavior changes needed for successful completion of the objectives; demonstrate knowledge of New York State Department of Health BEMS policies and recognize the importance of having policies and procedures for course sponsors and students; account for and maintain accurate records of student progress, counseling and remediation plan implementation and outcomes; and manage Certified Lab Instructors (CLIs).

Version 1, 2, and 3: Upon successful completion of the course, students will be able to: teach the CPR-Basic Life Support Providers Course; offer instruction in Cardio-Pulmonary Resuscitation and home safety tips for infants and children; develop a comprehensive understanding in basic Cardio-Pulmonary anatomy and physiology and methods to prevent mortality from respiratory complications or other causes of sudden death; effectively conduct all BLS (basic life skills) courses offered by the American Heart Association (AHA) and present all required course information via video format; analyze and evaluate students' skills performances and provide remediation where appropriate; process all required AHA paperwork culminating in the issuance of certification cards.