DEPARTMENT OF THE AIR FORCE USAF FSA Procedural Guidance USAF First Sergeant Academy (AETC) Maxwell-Gunter AFB, AL 36114 7 March 2014

USAF FIRST SERGEANT ACADEMY PROCEDURAL GUIDANCE COMPLIANCE WITH THIS PUBLICATION IS MANDATORY

NOTE: The OPR, FSA/DO, must approve any proposed supplements to this publication. Send suggested changes or improvements to policy contained in this document to FSA/DO with full justification for the recommended action.

OPR: FSA/DO Certified by: FSA/CO (CMSgt Paul L. Hughes) Supersedes all previous procedural guidance. Pages: 33, Distribution: X

This publication is authored by the Director of Operations and applies to the United States Air Force First Sergeant Academy (FSA). It prescribes criteria, policies. and procedures for managing FSA programs to ensure standardized program implementation and administration, as well as meeting Community College of the Air Force (CCAF) affiliation requirements. Schools not meeting affiliation requirements are subject to CCAF sanctions that could lead to disaffiliation. The Commandant will administer FSA programs per this directive.

SUMMARY OF REVISIONS: Changes encompassed more than 20 percent of PG dated 12 August 2013. Table of Contents Paragraph Title Page 1 Purpose 4 2 Leadership Responsibility 4 3 Schedule of FSA Courses 4 4 FSA Curriculum 5 5 FSA Validation 5 6 Student Eligibility Requirements 5 7 Information Management 6 8 Flight Room Parameters 8 9 Mandatory Student Briefings 8 10 FSA Assessments Program 11 11 Internal Evaluation 11 12 Test Control Procedures 12 13 Test Administration Procedures 13 14 Test Compromise 15 15 Academic Evaluations 17 16 Remediation Process 17 17 Academic Review Board 18 18 Disciplinary Review Board 19 19 Student Disenrollment 20 20 Student Disenrollment Appeal Procedures 21 21 Awards Program 21 22 Leadership Points/Procedures 22 23 Faculty Qualification Requirements 23 24 Occupational Instructor Certification (OIC) Program 26 25 Manual Operations 26 26 Guest Lecturers, SMEs and Speakers of Opportunity 28

Page 2 Attachments

1 Sample Procedural Guidance Review Roster 27 2 Sample Administrative Release Letter 28 3 Sample Letter of Appointment 29 4 Sample Academic (ARB)/Disciplinary (DRB) 30 Review Board Letter 5 Sample ARB/DRB Memorandum for Member 31 6 Sample ARB/DRB Memorandum to Commander 32 7 Sample ARB Roles and Responsibilities 33 8 Sample Curriculum Change Memorandum for Record 35

Page 3 1. Purpose. This directive prescribes how FSA programs are administered. It ensures a standardized FSA experience for all Airmen. The Commandant, United States First Sergeant Academy, and instructors will administer FSA programs per this directive.

2. Leadership Responsibility. 2.1. Commandant (FSA/CO). The FSA/CO is ultimately responsible for all oversight and directi on of educational and functional operations. 2.2. Director of Operations (FSA/DO). The FSA/DO is responsible to the FSA/CO for all non-e ducational aspects of the FSA. These responsibilities include, but are not limited to, student physi cal training, graduation activities, facilities, budget, classroom preparation, equipment, and comm unication. The FSA/DO is also responsible for student external community support participation, medical issues and emergencies. 2.3. Director of Education (FSA/DE). The FSA/DE is responsible to the FSA/CO for all educati onal aspects of the FSA. These responsibilities include, but are not limited to, curriculum develo pment, student evaluations, academic scheduling, test analysis, student remediation, student feedb ack, and graduate reporting. The FSA/DE is responsible for faculty training, development and ev aluation. The FSA/DE is the primary representative of the FSA/CO with the CCAF. 2.4. Course Directors. The FSA/CO will appoint a Course Director for each respective compone nt. Course Directors are responsible to the FSA/CO for component academic reporting and issues, to include curriculum and evaluation development. Course Directors will work in coordination with FSA/DE on all curriculum updates and changes.

3. Schedule of FSA Courses. Each class will consist of 28 academic days of Facilitated Distance Learning (FDL) and 10 academic days of in-residence learning to deliver the curriculum as developed by FSA/DE and Course Directors and approved by the FSA/CO. Each student will receive 6 CCAF credits upon successful completion of the FDL and in-residence courses. 3.1. Academic Days. In-residence academic days will normally consist of no more than 8 hours of academics/instruction. Academic day extensions will be approved by the FSA/CO. 3.2. Instructional Hours. Each in-residence instructional hour will consist of 45 minutes of activity and a 15-minute break unless otherwise indicated on the class schedule. A five minute plus or minus adjustment is acceptable. 3.3. Master Schedule. The master schedule is a guide to help develop academic schedules. FSA/DE may rearrange lessons to accommodate unique situations and unscheduled opportunities, as long as lesson objectives are met and do not violate lesson plan strategies and scheduling notes. 3.4. Lesson Plan Strategies. Adhere to all lesson plan strategies. 3.5. Exercises/Evaluations. Do not deviate from the scheduled administration of summative evaluations as prescribed by the master schedule. Issuing tests at inappropriate times places weaker students in jeopardy of course failure. You may rearrange test review hours (e.g., schedule a Commandant hour between test administration and test review periods to allow faculty time to review and interpret test statistics). 3.6. Class Length. The FSA is 38 total academic days. Academic rigor is intentionally programmed into each class. Academic rigor means that students must use out of classroom time

Page 4 (nights and weekends) to prepare for upcoming classes, projects and exams in order to be successful. During the in-residence portion of class, students should not be assigned additional duties or engage in any activity interfering with normal preparations for class. 3.7. After completing the FDL the student has up to 6 months to attend the in-residence learning portion.

4. FSA Curriculum. FSA/DE and Course Directors develop curriculum exclusively for Facilitated Distance Learning and In-residence platforms. Additionally, presentations are made available to First Sergeant Councils across the Air Force through Blackboard to conduct local Additional Duty Seminars. Individuals or organizations requesting access to or use of FSA- developed curriculum outside the FSA academic environment must send a written request with justification through the FSA/DE to the FSA/CO. 4.1. Curriculum Changes. Post curriculum changes and implement curriculum revisions within 14 calendar days of class start date. Notify CCAF/CD with Memorandum for Record, Attachment 8. 4.2. Master Library. Maintain a master library of all curriculum material. A shared drive, computer disk, CD-ROM or hard copies are all acceptable methods for maintaining the library. Limit access to the master library to authorized faculty.

5. FSA Validation. The validation process for FSA courses is an essential element in determining the educational effectiveness of new or revised curriculum. Validation assesses the effectiveness of instruction while it is being developed with the intention of improvement. It is a process of repetitive cycles, tryouts and revisions until evidence shows the instruction is effective. The instructional validation process ensures instructional design, delivery and student evaluation are not flawed before becoming an authorized part of the FSA standardized program. 5.1. Since each curriculum revision is unique, follow validation implementation procedures per the guidance provided for each validation period. When FSA/DE implements curriculum changes, FSA/DE and Course Directors will establish specific procedures unique to that validation period. When FSA/DE revises objective exercises or evaluations, FSA/DE and Course Directors will determine which test questions, if any, to eliminate from iGecko calculation of student scores. 5.2. Instructor explanation for students. Do not brief students about specific curriculum areas under validation unless directed otherwise. However, during validation of new curriculum or test items, students may notice a difference in test scores and wonder why. Answer using the following: “Some questions may be in validation. FSA/DE does not identify which questions are in validation as this is an on-going process. Those questions in validation will neither hurt nor help students in meeting graduation requirements. They simply do not count”. 6. Student Eligibility Requirements. Students must meet eligibility requirements listed in the Education and Training Course Announcements (ETCA) https://etca.randolph.af.mil/default1.asp. 6.1. Tattoos/Brands/Body Markings and FSA Attendance 6.2. FSA students with excessive tattoos/brands/body markings must comply with provisions outlined in AFI 36-2903, paragraph 3.4. Commanders determine acceptability of

Page 5 tattoos/brands/body markings displayed by members in uniform and document their findings regarding borderline or questionable tattoos on the AF Form 4428. Members should provide a copy of the completed AF Form 4428 to the school commandant NLT the first day of training. 6.2.1. If a student arrives at the FSA with a tattoo/brand that appears to violate prescribed policy outlined in AFI 36-2903, and does not have an AF Form 4428, the FSA commandant will contact the wing command chief to discuss the absence of the documentation. The wing command chief will then make contact with the unit commander to discuss the issue. 6.2.2. If the commander determines (or previously determined) that the tattoo/brand meets Air Force standards, the student will remain in the FSA. 6.2.3. If the commander was not previously aware of the tattoo/brand and determines it is unacceptable and does not meet Air Force standards, the student may remain in the FSA or may be administratively released at the commander’s request. 6.2.4. For USAF members attending the FSA, excessive tattoos/brands/body markings will not be exposed or visible (includes visible through the uniform) while wearing any/all uniform combination(s) except the PTU. This includes any combination of short sleeve, long sleeve, open collar uniform, utility uniform sleeves rolled up or worn down, etc. This policy does not apply when wearing the PTU. During mandatory student formations with a curriculum, commandant, or commander-specified uniform requirement (i.e. short sleeve blue shirt), members requiring tattoo/brand/body marking coverage will participate in the formation with appropriate uniform coverage rather than be exempt.

7. Information Management. The following paragraphs prescribe policy and procedures for iGecko management, records management, and administration systems access and management. 7.1. iGecko Management . iGecko’s purpose is to support daily operations related to the administration and execution of FSA in-resident courses. It also serves as a repository of individual student and course data for internal analysis, program management and internal reporting, review/retrieval in special circumstances such as investigations, and provides graduate record information. Functions unrelated to these operations are generally not considered appropriate for inclusion. Requests for new or enhanced functionality should be consistent with these stated purposes and should demonstrate applicability to standardized administration of FSA programs. 7.1.1. iGecko Student and Instructor Data Release. Information contained in the iGecko database is subject to the Privacy Act of 1974. This information is for internal FSA use only. Access to information in iGecko is restricted to individuals directly assigned to the FSA. Release or dissemination of student information, particularly academic test and evaluation scores, test answers, leadership points earned, and class ranking (with the exception of award recipients) is prohibited. Only the release of the names of award recipients is authorized. The entire ranked list of students is not releasable. Instructor performance data in iGecko or derived from student test or evaluation data is not releasable. Instructor performance information to include ranking or comparison to other instructors in terms of student performance data is specifically prohibited for inclusion in EPRs. This cannot be circumvented by building reports in a spreadsheet or other format outside of iGecko. Release of overall class/flight demographic data to individuals outside the school, such as guest speakers for the purposes of personalizing lecture comments to the students or release of aggregated demographic data to MAJCOM representatives is acceptable so

Page 6 long as no individual student data is released. Demographic data is limited to the data collected on the demographic report. Aggregated test or performance data is specifically prohibited to be released to anyone outside or not directly assigned FSA staff. Summary, non-specific data for Senior Leader Briefings is authorized. 7.1.2. Registrar Requirements 7.1.2.1. Uploading Classes. Load the Military Personnel Data Oracle Training Administration file into iGecko at a minimum of three duty days prior to class start. This allows the FSA staff to work through issues which may arise prior to DOT 1.

Note: For in-resident classes with no duty days in between, class load must be complied with immediately upon previous class graduation. 7.1.2.2. Student Registration. All student entry and graduate reporting will be accomplished within iGecko and reflected on the graduation report. This report serves to capture student data upon entry and graduation. Data accuracy is imperative because the names and numbers are reported in other management information systems. Any errors must be corrected in all systems individually. At the beginning of each class, verify the accuracy of the names and number of students by 1200L DOT 2. The total number of students listed on the graduation report must match the number of students on the demographic report. The Overall Rating column (which identifies student graduation status) on the graduation report, will be blank after all students are entered. 7.1.2.3. Student Graduation. Update the graduation report by 1200L within three duty days following graduation. The accuracy of the names and numbers of students must be verified. The total number of students listed on the graduation report must match the number of students on the demographic data report. 7.1.3. Administrative Requirements and Reports 7.1.3.1. Student Status Report. Update the student status report as soon as a student’s status officially changes. A final review of this report must occur prior to identifying the award winners and modifying the class status from current to graduate. If a student is released in error notify the FSA Registrar. Failure to review this report for accuracy can cause errors in student graduate status, CCAF credit and skew the numbers in a minimum of three nonintegrated management information systems. 7.1.3.2. iGecko Redline Report. Review the Redline Report to ensure it is accurate. If a student is redlined that should not be, the instructor must go into the Instructor Points screen and uncheck the redline box. Students are automatically redlined from awards for failure of any summative evaluation. They must be manually redlined for other reasons. Note: If an instructor mistakenly inputs a failing score in iGecko on a summative test, and proceeds through all of the cautionary pop-up windows and files the erroneous score, the student will be automatically redlined. When the instructor corrects the score in iGecko, he/she must manually remove the corresponding redline, if appropriate. Correcting the score to a passing score does not un-check the redline box. This is by design, because students can fail more than one summative evaluation or be redlined for behavioral reasons. Correcting a single instance must not affect other redline actions. Therefore, once redlined, manual action must be taken to remove redlined status, if indicated. 7.2. Administration Systems Access and Management.

Page 7 7.2.1. iGecko Account Management. Establish an iGecko account for all faculty entering FSA duty. Deactivate iGecko accounts for all faculty leaving FSA duty prior to departure. Do not delete instructors since historical student data is tied to them. Please review the iGecko tutorial for “how to” instructions on many administrative functions. The link is located on the iGecko homepage. 7.2.2. CCAF Instructor Database Management. Appoint a CCAF Affiliated School Liaison to manage this database. The school’s liaison will ensure all teaching faculty assigned to FSA duty are entered into the CCAF instructor database and subsequently removed upon departure.

8. Flight Room Parameters. The ideal student-to-instructor ratio/flight size is 8-14 students per instructor with a maximum flight size of 16 authorized. Student to instructor ratio increase is authorized with FSA/CO approval. Use the iGecko manual Swap tool located on the Registrar Menu under the Assign Students option (click on swap students button) to ensure class diversity is met for circumstances where change is necessary. If it is necessary to change student flight assignments, use the Demographic Report to exchange students with the same demographic factors. 8.1. Instructor Flight Assignment. FSA/DE will assign one instructor to teach all objectively tested material per instructional module per flight per class. Exception: Instructors completing training requirements may teach in partnership with their trainer or in other flights. It is important that the primary instructor is present in the classroom during instruction to correct teaching deficiencies of an instructor in training.

9. Mandatory Student Briefings. Students and faculty must understand what is expected of professional Airmen while attending the FSA. FSA/DE and FSA/DO briefing will be placed in the Resident Learning section of Blackboard for students on each of the following topics, as well as explaining that violation of policies could result in administrative corrective action and possible disenrollment. FDL students will acknowledge on Blackboard and in-resident students will sign a roster (see Attachment 1) verifying they understand these policies and will receive formal counseling for failure to comply. This must be accomplished before the first objective lesson. 9.1. Students. The term student, as used in this directive, includes United States Military, and International Military personnel attending the FSA. 9.2. As a minimum, brief the following: 9.2.1. Professional Relationships. Students, faculty and staff are expected to be professional in and out of the classroom. Students, faculty and staff will not engage in behaviors that violate articles outlined in the UCMJ, any AFI or local guidance. Any violation of policies or UCMJ Articles will be dealt with appropriately, including the possibility of release from the school. Specifically, students, faculty and staff members must use sound judgment in avoiding unprofessional relationships with each other while attending the FSA. Professional/unprofessional relationships are defined in AFI 36-2909, Professional and Unprofessional Relationships and AETCI 36-2909, Professional and Unprofessional Relationships. 9.2.2. Academic Freedom. AUI 36-2308, Academic Freedom, allows for the privilege of debate with discretion on any subject related to FSA curricula/curriculum. Encourage visiting lecturers,

Page 8 faculty and students to express their opinions and support subject matter while pursuing knowledge, understanding and improvement of the military profession. Students may engage in responsible classroom discussion of controversial issues; however, this policy does not authorize the use of offensive remarks, irresponsible statements (e.g., sexist comments, ethnic slurs, etc.), profanity or personal confessions to criminal activity or violations of the UCMJ. Temper academic freedom with good judgment and ensure no one makes offensive or disparaging remarks or engages in behavior/comments inappropriate to professional relationships. If offensive or disparaging remarks are made, counsel and document appropriately. 9.2.3. Non-attribution. As specified in AUI 36-2308, Academic Freedom, statements, disagreements and other comments made by individuals or groups in the educational forum are protected through the practice of non-attribution. Communication among students and faculty is privileged information; do not reference statements to a specific individual or group of individuals. Safeguard statements and other comments made by guest speakers, instructors or students. You may say “a previous speaker” or “in our flight we discussed,” but do not identify the speaker by name. Obtain permission from speakers and the school before releasing or discussing remarks outside the academic forum. This includes references made in Communication Skills assignments. 9.2.4. Academic Integrity. AUI 36-2309, Academic Integrity dictates the uncompromising adherence to a code of ethics, morality, conduct, scholarship and other values related to academic activity. Individuals who violate academic integrity standards of conduct are subject to administrative action and prosecution under the Uniform Code of Military Justice, Article 92. Violations include, but are not limited to, cheating, plagiarism and misrepresentation.  Cheating is the act of giving or receiving improper assistance. Examples include using previously written papers, briefings, test answer strings or other types of work provided by former students of the course; copying answers from another student’s examination; knowingly permitting another student to copy one’s writing assignments or examination answers; gaining unauthorized access to faculty materials not intended for student use or collaborating with other persons to gain access to unauthorized curriculum materials; using copies of official writing accomplished in the unit.  Plagiarism is the act of passing off the literary ideas and work of others as the product of one’s own mind. An example is copying an outside source verbatim without using quotation marks and a citation of the source. Intent is based on consideration of all circumstances and evidence presented. The correct method for giving credit to a source in written work is to use quotation marks and an accompanying footnote or bibliographies when quoting directly or just a footnote when paraphrasing. In oral presentations, cite, integrate or qualify (whichever is applicable) outside sources you quote or paraphrase.  Misrepresentation is the act of making an assertion to intentionally deceive or mislead. The assertion can be a written or verbal statement. Examples include falsifying a report or knowingly giving false statements to an academic/disciplinary review board or any staff member. 9.2.5. Extenuating Circumstances. Extenuating circumstances are those unforeseen and uncontrollable circumstances that prevent students from meeting academic or performance standards. Brief students they must notify faculty members as soon as extenuating circumstances arise, so appropriate action can be taken. Actions may include temporary absence, administrative

Page 9 release or early graduation. Explain to students the academic ramifications if they decide to stay versus being released to attend to the extenuating circumstances. 9.2.6. FSA Graduation Criteria. Students must meet all of the following requirements to graduate:  In the objective track, students must attain the minimum passing standard of 70 percent on each test (FDL and in-residence) as defined by FSA/DE.  In the performance track, students must score the minimum passing standard (go-no-go) in each Communication Skills Performance Section as defined by FSA/DE.  Students must satisfactorily accomplish all lesson objectives, including those pertaining to fitness and Drill and Ceremonies, written evaluations, and team homework assignments using criteria outlined in each lesson. Unsatisfactory completion of any area may result in the student being manually redlined from awards at the discretion of the Instructor/Commandant. The student’s Total Force instructor will perform the actual redline action.  For those lessons that do not have evaluation instruments, students will participate and meet lesson objectives to the satisfaction of the instructor. Students will participate in all aspects of every program/event. Those students with profiles that limit their ability to participate will meet graduation requirements as determined by the Commandant on a case-by-case basis. Document all instances in which students do not meet lesson objectives due to a lack of participation and remediate or take appropriate administrative corrective action. Multiple infractions may lead to release from the school.  To be eligible for awards, students must meet the minimum passing standard on every objective evaluation and every performance evaluation within each area. 9.2.7. Student Responsibilities. Students will act professionally and comply with all FSA and Air Force instructions, policies and guidance. Students who fail to comply may be subject to disciplinary release from the FSA. Consider failure to comply with these requirements as student irresponsibility and take appropriate administrative corrective action. Clearly explain to students the impact administrative corrective actions can have on graduation and awards eligibility.  Students will adhere to class schedule attendance requirements and engage in the learning process by completing all homework, objective, performance and remediation assignments on time. In class, students will actively listen, critically think and willingly discuss lesson principles. Students are highly encouraged to engage in study and review sessions as deemed necessary to meet graduation requirements. This includes participation in after-hours study groups. Students must put forth the effort necessary to achieve all learning objectives. Students who turn in late assignments are subject to administrative corrective actions and possible disciplinary release.  Students will participate in many activities not scored for graduation. However, unless prevented by permanent profile, students will satisfactorily participate in all aspects of programs and events, such as Drill and Ceremonies and fitness. Satisfactory participation is predicated on the student's attitude, willingness to participate and effort put forth in the program/event to the satisfaction of the Commandant/flight instructor, not on level of performance or outcome. The Commandant/flight instructors will consider unsatisfactory

Page 10 participation a matter of military bearing and counsel/document student behavior accordingly.  Ensure students understand it is not enough to excel in only one area; well-rounded performance is the key to being an effective leader in today’s Air Force. Successful participation and accomplishment in all areas of the FDL and In-resident FSA program ultimately lead to success as an enlisted leader.  All students must adhere to the highest standards of academic integrity and are prohibited from engaging in plagiarism, cheating, misrepresentation, unprofessional relationships or any other act constituting a lack of academic or military integrity. All individuals who violate this directive are subject to adverse administrative action including disciplinary release from the school. 9.2.8. Faculty Responsibilities. FSA faculty will observe student behavior; confront violations of standards, counsel and document as appropriate in a timely manner. Note: You are retraining into a Special Duty Identifier (SDI), 8F000 and therefore not authorized to wear any duty badges (i.e. instructor, fire fighter, security forces, etc), organizational cap or beret while performing First Sergeant duty, to include while attending the First Sergeant Academy.

10. FSA Assessments Program. 10.1. Lesson Critiques. Administer daily lesson critiques through the iGecko database. In the event that the iGecko database is not functioning properly, instructors will provide students with a hard copy Maxwell AFB Form 87. The students should complete the lesson critiques, a minimum of one critique per student each day and four critiques per flight for guest speakers/auditorium hours, on the day they receive the lesson so the experience is fresh. 10.2. End-of-Course Critiques. A component-specific end-of-course critique will be completed by each student after test review and prior to graduation. 10.3. Post-graduation (6-month survey) Critiques. A Data Analysis (DOA) representative from Barnes Center is responsible for sending an electronic survey to each graduating first sergeant’s Command Chief (or equivalent) approximately six months following graduation.

11. Internal Evaluation. FSA/DE evaluates instructional effectiveness after each class. Use the results to identify program strengths and weaknesses, drive in-service training (IST) improvement actions and support FSA curriculum revision. Focus IST improvement efforts on improving the quality of instruction or assessment, not merely to improve statistics. FSA/DE will brief the staff and Commandant on test analysis results quarterly. Also, FSA/DE will brief the staff on trends based on daily, end-of-course, and post-graduation critiques. 11.1. iGecko Reports: Use the following reports to facilitate evaluation and analysis: 11.1.1. Summary Report (Located in Test Management area): This report contains mean test scores, standard deviations, test item ease indices, point biserial correlation coefficients, aces, failures, and misses for each flight and for the school’s current test administration, the school’s trend data, as well as Air Force trend data.

Page 11 11.1.2. Test Item Report (Located under Test Management/Test Analysis): This report displays the ease index for each question. It also displays the point biserial correlation coefficients for the correct answer and each distracter. 11.2. Analyses. Use the following procedures to evaluate the effectiveness of curriculum and instruction: 11.2.1. Identify high miss questions by flight and class for each test administration. A high miss item will be determined by FSA/DE. At this point, look at the class level statistics and find high miss items. Look to see how many, and which flights contributed to the situation. Be sure to account for test items that are expected to be high miss by looking at the Ease Index (EI). 11.2.2. Determine if there is a high miss trend for any test item at the school level. The school level is an aggregate of multiple classes so it shows historical trends. This is covered in inter- flight analysis because multiple flights lead to a school level problem and it may be different flights, over time, contributing to the high miss trend. This can be found by looking at the EI for the school history. These items and the lessons they are drawn from, are candidates for IST. Note: Find number of misses for each test item on the Summary Report for each test. 11.2. Final Action(s). After completing the comparative analysis steps, decide on the next course of action. When making this decision, consider the test question, curriculum content, instructional delivery and student involvement. FSA/DE will determine student credit for questions based on the situation. If analysis identifies:  a potentially flawed test question, FSA/DE is responsible for question revision.  a potential curriculum content factor, FSA/DE is responsible for curriculum review.  an instructional delivery factor, conduct and document an IST on the noted curriculum area.  students guessed, didn’t prepare or chose the longest alternative, no action required.

12. Test Control Procedures. 12.1. Policy. FSA/DE safeguards the integrity of FSA academic evaluations and other assessment materials deemed controllable. FSA/DE also has the administrative responsibilities for test control within the FSA. Limit access to test material to authorized faculty members only. Definition: “Controlled Test Material” is defined as any material that discloses the specific content of any test administered by FSA. It includes, but is not limited to tests, instructor critique copies, computerized files needed to conduct test analysis, filled-in scanner answer sheets and student-created notes produced during any test. It also covers any other viewable and/or reproducible form of test question content. 12.2. Appointment Letters. The FSA/CO will appoint FSA/DE as Test Control Officer (TCO) and two alternate TCOs (ATCO) via official memorandum. The FSA/CO will also designate, in writing, the remaining qualified instructors as test administrators. 12.3. Storage and Security. Secure all test materials deemed controllable in a designated test control location within the school using a double-lock system. The designated test control location is inside the lockable cabinet within the communications room. The door to the communications room is secured using a combination of push-button cipher and door knob lock system.

Page 12  Keep all testing rooms and cabinets locked at all times, unless the TCO or ATCO is present. Change combination locks upon reassignment of TCO or ATCO.  To avoid issuing the wrong test, file different test versions separate from one another.  The FSA/DE or designated representative may use a LAN-connected computer to perform data analysis facilitating download of necessary files directly from iGecko. DO NOT store electronic copies of tests or designated controlled materials on a LAN-connected computer. 12.4. Examination Distribution. Provide authorized faculty access to FSA tests and log test materials in and out for any of these authorized activities:  Test administration/review  Test item critiques  Subject matter testing  Reproduction and destruction  Faculty ISTs approved by FSA/DE (e.g., new tests, specific test administration)  Test material inventory (serially-controlled exercises/evaluations, answer keys, exercise/evaluation instructions and test item critiques)  Authorized faculty may sign out test material during the academic day and must maintain positive control until properly secured, as indicated in 11.3. 12.5. Semiannual Inventory of Course Examinations. Conduct a complete inventory of all test materials and other designated controlled material at least once every 180 calendar days. The inventory must be performed by 2 individuals, one of which must be the TCO or alternate. Furthermore, whenever you replace the TCO, the current TCO and the new TCO must conduct a joint inventory, sign/date a completed test inventory log and change applicable padlocks and safe combinations. When performing inventories, the TCO will.  physically account for each serial-numbered examination. If a test is on file but not on the test inventory log, annotate the examination number on the log and refer to the instructions for destruction of test material reproduction/destruction.  ensure the inventory log reflects the date the inventory was completed, the printed names and signatures of individuals conducting the inventory and the result of the inventory. 12.6. Emergencies. If evacuation of building is required (e.g., fire alarms, bomb threats, natural disasters, etc.), instructors will ensure all test materials remain in the Flight room as students evacuate. Once building has been cleared for entry, instructors will enter their Flight room and secure all materials before students will be allowed back in the class. Instructors will ensure 100% accountability of all materials is required.

13. Test Administration Procedures. 13.1. Policy. Administer all FSA objective examinations under direct supervision. The TCO or a test administrator must be present in the test room during the entire testing period; do not leave

Page 13 students unattended at any time. Have one test administrator available for approximately every 16 students. If larger than normal groups of students are testing at one time (e.g., combining more than one flight together), the TCO will appoint at least two test administrators to oversee the test. 13.2. Testing Conditions. Administer FSA tests per the following standardized conditions: 13.2.1. Academy Responsibilities. The academy will:  provide adequate, comfortable room lighting and glare-free work surfaces.  control the ventilation, temperature and humidity, as much as possible. The TCO should not conduct testing when environmental conditions are so extreme they interfere with concentration.  arrange desks/tables so test administrator can monitor all students.  conduct uninterrupted testing sessions for all summative examinations. Once testing begins, only excuse students for emergencies (fire, tornado, etc.) or bathroom breaks as deemed necessary by the test administrator. 13.2.2. Test Administrator Responsibilities. Test administrators must ensure examinees:  do not have access to any books, briefcases or unauthorized materials during test administration and review period. Unauthorized materials include, cell phones, cameras, personal digital assistants, recording devices, and study materials.  are reasonably free from distracting influences.  understand the purpose of the test.  are not fatigued or ill.  sit far enough apart to discourage cheating.  have two pencils with erasers, access to a pencil sharpener and scratch paper.  do not take any testing material, to include scratch paper or notes, away from the testing area. 13.2.3. Test Administration. Complete the following actions before allowing the students to begin testing:  Have students fill in the appropriate information blocks on the top of the test answer transfer form.  Carefully read and follow the special instructions outlined in the examination booklet  Remind the students the answer sheet is in numerical sequence by column.  Read the “Test Compromise” statement aloud.  Instruct students on how to load their test answers into iGecko. Ensure students understand the answers they input into iGecko are their OFFICIAL answers, regardless of what they have on their scratch paper or test bubble sheet.  Answer any questions before allowing students to start the examination.

Page 14 13.2.4. Test Completion. After completing the examination, the students will:  check their test answer transfer forms for blank answers.  transfer their test answers into the iGecko on-line answer form using the designated computer(s). Flight Instructors/test administrators will monitor students during this process.  review their test booklet and report any stray marks prior to leaving the testing room.  turn in all pencils, test answers transfer forms, test booklet and scratch paper to the Flight Instructor/test administrator prior to leaving the test room. 13.3. Test Review. Instructors may provide students their scores on any objective/performance exercise or evaluation as deemed appropriate by the FSA/CO. Students will not take any study notes or document test questions missed (e.g., no tally sheets) during test review. Provide every student who wishes to challenge a test question an opportunity to submit a test item critique. Students may complete test item critiques either during the test review session (if time permits) or at an alternate time determined by the test administrator. 13.4. Returning Test Materials to Storage Location. Immediately after accomplishing test completion procedures do the following:  Return all test materials to the designated test control storage location. At no time will test administrators leave any test materials unaccounted for or unattended.  The test administrator will inventory all test materials in the presence of the TCO or ATCO. Both the test administrator and TCO/ATCO will sign the test control log.  TCO or test administrators will shred all used scratch paper. Maintain all test answer sheets in the designated test control storage area until FSA/DE has made a disposition decision, normally following graduation. 13.5. Destruction/Replacement of Test Material. The TCO will.  Maintain a separate Test Destruction Control Log. Document all test materials in the presence of the TCO. Both the test administrator and TCO will sign the test control log.  Shred any outdated, surplus or damaged FSA tests, answer sheets and other controlled materials identified by FSA/DE. If the TCO inadvertently destroys the wrong test material, annotate the Test Destruction Control Log and immediately prepare a replacement copy.

14. Test Compromise. All staff members share responsibility in preventing loss or compromise of FSA tests. The FSA staff will adhere to the following guidelines. 14.1. Policy. All military members, DoD civilians and other members under Air Force authority who develop, handle, administer or participate in FSA test control or administration are prohibited from any actions that could result in the possible compromise of test material. The TCO will consider the following as potential test compromises:  Reviewing, accessing or allowing access to controlled test material by any unauthorized individuals.  Discussing or sharing, in any form, information about actual test material or suspected test material with a student or potential examinee before and after test administration.

Page 15 Exception: Test review is the only authorized time to discuss specific test questions, answers and rationales.  Permitting unauthorized reproduction of test material.  Faxing test material.  Unauthorized removal of test material from the examination room.  Leaving a student in the possession of test materials.  Inability to account for test materials left in the examination room.  Improperly packaging or labeling test material.  Unauthorized removal of test materials.  Improperly storing test materials.  Improperly destroying test material at any time.  Using or possessing an actual test, testable materials, or copies of test answer strings to assist a student or potential examinee in taking a test.  Copying or reproducing any test material, including suspected test material, in whole, or in part for any purpose without authorization of the school TCO. 14.2. Suspected Compromise Procedures. Immediately report any suspected compromise of test material to the FSA/CO and FSA/DE. If it is determined FSA test material is lost or in danger of compromise, take the following actions:  Immediately suspend all testing of the jeopardized exam or exams  Impound and inventory all tests involved 14.2.1. If a potential compromise exists, the FSA/CO will appoint, in writing, a disinterested staff member or impartial external party to initiate a formal investigation. 14.2.2. Investigating member will:  conduct an investigation to obtain facts to confirm the loss or compromise and recommend corrective action (administrative and/or procedural), as needed.  inventory all tests involved. 14.2.3. Submit Final Report. The investigating member will forward the final investigation report to the FSA/CO within 72 hours after discovering the potential loss or compromise. Include, at a minimum:  the facts surrounding the possible loss or compromise.  necessary discussion.  conclusions.  Recommendations, to include corrective action(s) taken to prevent similar recurrences of the loss or compromise. 14.2.4. The FSA/CO will:

Page 16  review the final investigative report, confirm the extent of the compromise and determine any courses of action to take regarding test integrity.  (if the review confirms a test compromise) determine if the destruction of the old version of the course examination and the development of a new examination is necessary.  (if the review does not confirm a test compromise) authorize the TCO to resume testing.  ensure investigation results are reported to external parties as deemed appropriate by the FSA/CO.

15. Academic Evaluations. 15.1. Scheduling. Schedule evaluations after all testable curriculum areas have been covered. Students must take all academic evaluations required by FSA/DE. 15.2. The FSA/DE will determine the primary/alternate version of the test to be administered to each class. Normally, the “A” and “B” versions will be used alternately as the primary test. 15.3. Remediation. Remediate and counsel students who fail to achieve minimum passing scores per guidance listed in Paragraph 15 of this Procedural Guidance.

16. Remediation Process. 16.1. Philosophy. Students must demonstrate command of the curriculum. The remediation process allows instructors to aid the student in thinking through lesson principles, how to apply those principles to simulated situations and prepare for the second examination. The process is designed for students who primarily need help thinking through and explaining the application of lesson objectives (active learning) as opposed to the instructor or peer teaching the entire lesson (passive learning) again. Note: At no time should instructors re-teach lessons. 16.2. When to Remediate. Remediate and verbally evaluate students when they fail to meet minimum objective or performance scores. Instructors are not to re-teach any lessons during remediation. If remediation is unsuccessful and student does not score a minimum of 70 percent on the second exam, an Academic Review Board will be convened per Paragraph 16 of this Procedural Guidance. 16.2.1. Student Scores. Do not change original objective or performance scores in iGecko because of remediation. The student’s original scores will remain in iGecko. 16.3. Objective Evaluation Remediation Process. Do the following: 16.3.1. After the Evaluation.  Conduct Test Review—consider this group remediation for all students/all areas.  Formally counsel students who fail to achieve the minimum passing score, and document the counseling session (topics: student effort, classroom involvement, study group attendance, extenuating circumstances, review of study notes, extra duties, etc.). Students must understand they failed to meet an established standard and the possible results if they continue to perform below standards. 16.3.2. Conduct Remediation.

Page 17  The primary total force instructor and assigned component flight instructor will use samples of behavior to conduct remediation. The student should verbally explain lesson principles to the satisfaction of the instructor(s). Instructors should not be compelled to re-teach any lesson(s). 16.3.3. Administer Make-up Evaluation.  A make-up evaluation will be administered on the DOT immediately following the initial failure. FSA/DE will determine which instructor will proctor the evaluation. Use the alternate version of the appropriate component test for the make-up evaluation. 16.3.4. Post Make-up Evaluation Actions.  If the student passes the make-up evaluation, proceed with normal graduation processing.  If the student fails the make-up evaluation, convene an academic review board. 16.4. Performance Evaluation Remediation Process. Do the following: 16.4.1. Students Prepare and Present Assignments.  Conduct Performance Feedback Session—provide feedback on how to improve individual performance as needed.  Counsel students who fail to achieve the minimum standard (topics: student effort, classroom involvement, study group attendance, extenuating circumstances, review of study notes, extra duties, etc.). Students must understand they failed to meet an established standard and the possible results if they continue to perform below standards. 16.4.2. Conduct Re-evaluations on the Performance Assignment. The student’s flight instructor will re-evaluate the student’s performance in subsequent evaluations. Flight instructors will continue to remediate and evaluate performance until satisfied the student has met minimum performance standards.

17. Academic Review Board (ARB). ARB’s only apply to the Total Force in-residence examination. When students do not meet graduation criteria, remediation attempts are unsuccessful and the minimum passing score of 70 percent on the second exam has not been achieved, an ARB will be convened. The ARB is composed of the FSA/DE (or designee) participating as an advisor and three (3) disinterested senior noncommissioned officers external to the FSA. Prior to beginning the ARB, the FSA/CO or designee in the absence of the FSA/CO must notify ARB members, in writing (Attachment 3), on the board’s purpose and responsibilities, school policies and academic standards. Provide students an opportunity to make an oral presentation to the ARB. If students decide not to make any presentations, they must sign a declination statement; however, they must be available to appear before the ARB, if deemed necessary by board members.

**Note: Component FDL examination: When students do not meet the minimum passing score of 70 percent on initial attempt, remediation attempts are unsuccessful, and the minimum passing score of 70 percent on the second exam has not been achieved, a Commandant review will be convened. The Commandant review consists of the Commandant, FDL instructor, Director of education, and the student. A thorough review of student notes and student knowledge will be discussed, followed up by a written memorandum outlining the meeting.

Page 18 17.1. ARB Purpose. The ARB has three purposes:  Determine if the institution met or failed to meet its responsibilities.  Determine if students met or failed to meet their responsibilities.  Provide a recommendation (not the decision) to the FSA/CO on whether to continue, remediate, graduate or disenroll the student. 17.2. Board Responsibilities. ARB members will objectively evaluate all circumstances and issues surrounding academic failures. Board members will include all pertinent facts outlining their findings in a summary document. The board forwards the summary document, including recommended action, along with all support documentation to the FSA/CO who makes the final decision to continue, remediate, graduate or disenroll the student. The FSA/Knowledge Operator (KO) will maintain records of all ARB actions for one year. 17.3. Post-ARB FSA/CO Actions. After reviewing the ARB summary document, conferring with AU/JA, the FSA/CO will render one of following decisions and inform the student:  If the student met their responsibilities and can demonstrate mastery of the subject matter, graduate the student.  If the institution did not meet its responsibilities, graduate the student. Investigate and correct the institutional failure to prevent recurrence. Document corrected deficiencies and keep a copy of actions taken in the ARB folder.  If the student did not meet required responsibilities, academically disenroll the student. However, if the student’s effort was so inadequate you could consider it dereliction of duty, a disciplinary disenrollment may be more appropriate after seeking advice from AU/JA. 17.4. The FSA/CO will inform the student’s wing command chief and/or wing commander, and the AF Special Duty Manager via phone or email of the situation surrounding the academic disenrollment. Note: The ARB will prepare a letter from the FSA/CO, addressed to the member’s wing commander, documenting the circumstances of the disenrollment. 17.5. The FSA/KO will forward a copy of all documents pertaining to the disenrollment to AU/CF.

18. Disciplinary Review Board. Note: DRB’s only apply to the in-residence portion. The FSA/CO may disenroll students who violate Air Force directives or individual school policies. When overwhelming evidence supports a disciplinary disenrollment, the FSA/CO may disenroll students without convening a DRB. If a DRB is convened, appoint a DRB composed of the FSA/DE (or designee) participating as an advisor and three (3) disinterested senior noncommissioned officers external to the FSA. Prior to beginning a DRB, the FSA/CO or designee must notify DRB members, in writing (Attachment 3), on the board’s purpose and responsibilities and applicable school policies. Provide students an opportunity to make an oral presentation to the DRB. If students decide not to make any presentations, they must sign a declination statement; however, they must be available to appear before the DRB if deemed necessary by the board members.

Page 19 18.1. DRB Purpose. The DRB will act as an investigative body and objectively evaluate all circumstances and issues surrounding the student’s behavior and, when applicable, previous corrective actions taken by the school. 18.2. Board Responsibilities. Board members will include all pertinent facts outlining their findings in a summary document. The board forwards the summary document including recommendation actions, along with all support documentation, to the FSA/CO who makes the final decision to retain or disenroll the student. The FSA/KOM will maintain records of all DRB actions for one year. 18.3. Post-DRB FSA/CO Actions. Review the DRB summary document and take appropriate action. Before disciplinary disenrollment of a student, request AU/SJA conduct a legal review. 18.4. The FSA/CO will inform the student’s wing command chief and/or wing commander, and the AF Special Duty Manager via phone or email of the situation surrounding the disciplinary disenrollment. Note: The DRB will prepare a letter from the FSA/CO, addressed to the member’s wing commander, documenting the circumstances of the disenrollment. 18.5. The FSA/KO will forward a copy of all documents pertaining to the disenrollment to AU/CF.

19. Student Disenrollment. In addition to Administrative Release for unforeseen emergencies, there are three types of disenrollments: academic, disciplinary and fitness (Only during DL). When disenrolling a student, FSA registrar updates the student’s status in the student management system OTA using the appropriate code in addition to updating iGecko. Retain all records pertaining to disenrollment for a minimum of one year. 19.1. Administrative Release. The FSA/CO may administratively release a student when he/she encounters extenuating circumstances or if recalled by his/her commander (see Attachment 2). There are no re-enrollment restrictions related to administrative release. If a student has successfully passed the objective exam, the member may be allowed to graduate early at the discretion of the FSA/CO. 19.2. Academic Disenrollment. Disenroll students who fail to meet minimum course academic standards. Before academically disenrolling a student, convene an ARB following the procedures outlined in paragraph 16 (see Attachment 4). Inform the student (see Attachment 5) and the student’s wing CC/CCC (see Attachment 6), in writing, of the ARB findings. Academic disenrollments render students ineligible for reentry into the FSA for six (6) months from the disenrollment date (AFI36-2113, para. 5.2). 19.3. Disciplinary Disenrollment. Disenroll students who violate Air Force directives or individual school policies (e.g., cheating, lack of effort, disruptive or poor attitude or other conduct in violation of the Uniform Code of Military Justice). When sufficient evidence supports a disciplinary disenrollment, the FSA/CO may disenroll students without convening a DRB. If the Commandant decides to convene a DRB, follow procedures outlined in paragraph 17 (see Attachment 4). Inform the student (see Attachment 5) and the student’s CC/CCC (see Attachment 6), in writing, of the DRB findings. Disciplinary disenrollment renders students ineligible for reentry into the FSA for at least one (1) year from the disenrollment date (AFI36- 2113, para. 5.2).

Page 20 19.4. Fitness Disenrollment. Disenroll students who fail to meet the minimum PT requirements as outlined (AFI36-2113, para 5.2.2). Inform the student (see Attachment 5) and the student’s CC/CCC (see Attachment 6), in writing of the disenrollment. Fitness disenrollment renders students ineligible for reentry into the FSA for six (6) months from the disenrollment date.

20. Student Disenrollment Appeal Procedure. Students have the right to appeal a disenrollment decision. If disenrolled, students may submit written appeals to the Commander, Barnes Center for Enlisted Education. Barnes Center/CC is the highest level of appeal. Prior to disenrollment, brief the student on appeal procedures and have the student sign a memorandum stating he/she was briefed. 20.1. Upon receipt of an appeal, the FSA/CO will provide the appellate authority with a copy of the applicable FSA Procedural Guidance, as well as the specific ARB/DRB file. The appellate authority may only support or overturn the disenrollment decision and may not change the mandatory length of re-enrollment waiting period nor change the type of disenrollment. 20.2. If the appellate authority overturns a disenrollment decision, the FSA/CO will determine the re-enrollment or graduation status of the student.

21. Awards Program. The CMSgt Eric E. Williams Commandant’s Award, CMSAF James C. Binnicker Top Graduate Award and Honor Graduate Awards are mandatory. Brief the awards program at the start of the course and present the awards at a designated ceremony or graduation banquet. 21.1. CMSgt Eric E. Williams Commandant’s Award. This award is presented to the student who, in the FSA/CO’s judgment made the most significant contribution to the overall success of the class. The selection criteria for this award are based on an initial peer nomination by flight members and an interview with the FSA/CO. One student from each Total Force flight is nominated based on peer leadership points. Use iGecko to determine the nominee. Present the award to the graduate as identified by the FSA/CO. 21.2. CMSAF James C. Binnicker Top Graduate and Honor Graduate Awards. These awards are presented to the top seven (7) percent of students having the highest cumulative scores based on examinations, objective evaluations, peer points and instructor points. Use iGecko to determine the recipients with the Top Graduate Award being presented to the student with the overall highest cumulative score.

21.3. The following students are ineligible for awards:  Students who did not meet minimum passing scores on the initial test are ineligible for any award.  Students receiving any administrative action (i.e., letter of counseling, etc.) are ineligible for awards.  The FSA/CO may disqualify any award candidate who doesn’t exhibit USAF leadership traits and characteristics, professional behavior, military bearing, respect for authority, the highest standards of dress and appearance, and exemplary standards of on/off-duty performance. This should be a “go/no go” decision and only be done after following the defined award procedures below. When the FSA/CO disqualifies a student from receiving

Page 21 an award, he/she must document their actions via an MFR and file the MFR with the normal student records.  Any student released for academic or disciplinary reasons is not eligible for awards when re-attending the FSA at a later date. However, students meeting all graduation requirements, but who are released early from class due to family emergency, deployment recall, medical issues, etc., are eligible for awards. 21.4. Immediate recognition. The FSA/CO or designated representative will present one coin to each of the Commandant Award nominees at a designated ceremony in the auditorium for each in-resident class. Additionally, a coin may be presented to an individual for significant achievement or performance as deemed appropriate by the FSA/CO or designated representative. The specially-designed coins are purchased by FSA GPC and the executive assistant to the FSA/CO will track names of recipients.

22. Leadership Points/Procedures. Award instructor and peer leadership points based on leadership, followership, support, interpersonal relations and professional behavior. The FSA will adhere to the following procedures to track instructor and peer leadership points. 22.1. Instructor Leadership Points. Instructors (one instructor per flight) will evaluate students in their Total Force flight only and may distribute up to 25 instructor leadership points with a minimum of five (5) and maximum of ten (10) points to any one student. Note: Instructors will load all instructor leadership points into iGecko prior to the students entering peer leadership points. 22.2. Peer Leadership Points. Students will rank-order the top three students in their Total Force flight only, including themselves. Assign the top student position “A,” the second student position “B” and the third student position “C.” Students must fill in all three positions. Treat student failures or refusals to participate in awarding peer points as failures to comply with established policies. Counsel students who refuse to participate and document administrative corrective action, as appropriate. Because this behavior represents an unwillingness to fulfill leadership duties similar to those performed in the normal duty section, forward documentation of disciplinary actions to the student’s organization. Conduct peer evaluations as close to the end of the course as possible. 22.3. Student Peer Leadership Point Briefing. Provide the following guidance to students just prior to peer evaluation: Peer Leadership Point Considerations. To standardize awards criteria, provide the following guidance (e.g., via handouts, PowerPoint slides, etc.) to help students determine what qualities to look for when awarding peer leadership points:  “During your experience here, you’ve had many opportunities to interact with students from your flight. We would like your input on the three students you feel best demonstrated positive leadership qualities and attributes. By now, you should be able to recognize those leaders of your flight. Although you may have your own criteria of a good leader, consider the following questions when making your final choices:

Page 22  Leadership/Followership-Who best exemplifies top military standards and the image of a military leader? Who exhibits a high degree of personal fitness and a demeanor I would like to emulate?  Teamwork-Who did the most to promote teamwork and harmony within the flight? Who rallied us together when we needed it? Who was instrumental in helping manage stress?  Goal Accomplishment-Who did the most to help the flight achieve its goals? Who kept us on track during discussions? Who encouraged us to study and practice together so we all could succeed? When necessary, who sought clarification? Who helped motivate us? Who exceeded all duty requirements and expectations?  Professional Conduct On/Off Duty-Who were the professionals in the flight? Who exhibited integrity in words and actions? Who displayed energy, initiative and a volunteer spirit? Who always seemed courteous and supportive? Who conducted themselves in a professional manner in and out of the classroom?  Please rank order your choices. Assign the top student position “A,” the second student position “B” and the third student position “C.” Students must fill in all three positions. To maintain the integrity of this effort, make your selections independently. This information, combined with other factors, will help determine the award recipients for your class. Thank you for your recommendations.”

23. Faculty Qualification Requirements. Complete initial instructor qualification requirements per the FSA master training plan and this guidance. All T8F000 faculty members must complete Initial Instructor Qualification Training (IIQT). Exception: The Commandant and civilian employees are the only non-teaching FSA positions and are exempt from faculty qualification requirements. 23.2. Pre-Service Training. Successful completion of the Academic Instructor Course (AIC). Newly assigned instructors may complete their observation requirement prior to the AIC. However, they must be scheduled for this training at the first available opportunity. 23.3. Instructor Certification Requirements. Newly assigned instructors must complete all requirements within 12 months. Tracking of instructor training will be conducted on the Teaching Internship Worksheet and AF IMT 797 and certified by the commandant. Upon completion of certification, training data will be uploaded to STARS-FD and hard copies will be destroyed. If the Commandant chooses to become certified, the FSA/DE will certify.

Certification Requirements

(1) Observe all total force curriculum and appropriate component curriculum (2) 122 Hours of Supervised Teaching (covering all appropriate curriculum) (3) Lesson Plan Preparation (to include preparation and use of audiovisual aids) (4) Curriculum Development (30 Hours) (5) Student Test Administration and Review

Page 23 (6) Academic Counseling of Students (7) Subject Matter Testing (8) Instructor Performance Feedback (9) Completion of all core task IAW the FSA Master Training Plan

23.3.1. After completing the AIC (or equivalent qualifications as determined by the Commandant i.e. Basic Instructor Course BIC, Enlisted Professional Military Education Instructor Course EPMEIC) and before teaching any classes, instructors must read the CCAF Campus Affiliations Policies, Procedures and Guidelines and the Air University Academic Policies to include Academic Freedom, Non-attribution, Academic Integrity, and Academic Honor Code from the Air University Faculty Handbook. Sign an official memorandum located in the training folder. 23.4. FSA Teaching Internship Enrollment. The FSA/DE or designee will enroll instructors in the teaching internship upon completion of the AIC. The start date will be the Date Assigned Instructor Duty (DAID), which is the graduation date from the AIC, and the point in time where the one year limit to complete IIQT begins. Complete the following actions: 1. Create a FSA faculty folder for the new instructor. 2. Create and annotate Teaching Internship Worksheet accordingly. 3. Direct CCAF Liaison to enroll the new instructor into IIQT in the CCAF database. 4. FSA/DE or designee will enter new instructors in STARS and update status as appropriate. 23.4.1. Instructor trainees may start core task certification and fulfilling “Required Training” minimum hour requirements to include lesson plan preparation, academic counseling of students, and subject matter testing prior to attending the AIC. They may observe lessons, but under no circumstances will they teach any lessons until completing the AIC. This requirement is not waiverable. 23.5. Teaching Internship Completion. When an instructor meets all internship requirements, the FSA/CO or designee will review all training records and sign where appropriate. Upon FSA/CO approval, the FSA/DE will report the instructor’s internship completion to CCAF through the CC AF STARS-FD database and ensure all training records meets the standards set forth herein and t he Master Training Plan. 23.6. FSA Faculty Folders. The FSA/DE or designated representative will maintain a standardized hardcopy and/or electronic copies for instructors enrolled in internship. After completion of internship training data will be transcribed into STARS-FD. Maintenances of electronic faculty folders documents instructional credentials for each instructor IAW the master training plan and CCAF PDG. A STARS-FD record will be maintained on all staff with the exception of civilian and commandant. 23.6.1. Lesson Qualification Training. Document lesson qualification in the training folder. As FSA/DE and course directors introduce new lessons into the curriculum, add the new lessons to the running list of lessons the instructor is qualified to teach. 23.7. Development.

Page 24 23.7.1. Instructor Evaluation Program. Use the faculty folder to document instructor evaluations. Once complete keep all instructor evaluations on file in each faculty record located in STARS- FD. A qualified CCAF faculty member must conduct the instructor evaluations required to complete the Teaching Internship and annual requirements. Beyond that, the FSA/CO may conduct instructor evaluations; however these evaluations will not count toward frequency requirements (i.e., semiannual, no-notice, IIQT). 23.7.2. Instructor Trainees (Non-Qualified Instructors). As a minimum faculty members must receive three successful instructional evaluations by a fully qualified instructor to complete the teaching internship. If an instructor does not teach during a class (e.g., emergency leave, TDY), place an MFR in the faculty folder explaining the missing evaluation(s). Do not evaluate non- qualified instructors on a no-notice basis. 23.7.3. Instructors and Instructor Trainers (Fully Qualified). Evaluate fully qualified instructors annually. Evaluate the entire lesson. Do not conduct subsequent evaluations on the same lesson unless the instructor received an overall “needs improvement” rating on the initial evaluation or the lesson has been revised by the DE or course directors. 23.7.4. Strong Evaluation Program. A strong evaluation program is the most effective way to improve instructor teaching skills, ensure instructors teach the curriculum as designed and identify training requirements. It requires more than meeting the minimum frequency standards for evaluation and must include all of the following components:  Thorough and purposeful written feedback directed at improving instructor effectiveness or lesson delivery. Focus feedback comments on instructional strengths, areas for improvement and action plans for achieving necessary improvements.  Use of summary and test item statistics to determine if instructors require additional evaluations.  Additional instructor evaluations when an ARB discovers an institutional failure to conduct the instructional program as designed. MFR filed with ARB package. 23.7.5. Master IST Plan. Keep a Master IST Plan in a centralized binder and maintain the IST documentation on file for three years. Instructors must receive 16 hours of IST each year. Organize the two sections as follows: Section 1 Actual/Additional IST Log. Use FSA/DE developed spreadsheet to list all IST sessions conducted during the CY. Perform test data analysis reviews as per paragraph 10 to identify teaching strengths and weaknesses and schedule IST sessions accordingly. Use the findings to drive IST improvement actions. Section 2 IST Log. Use FSA/DE developed log to list all IST sessions. The form header must contain the IST title or subject, number of hours and reason for topic selection. Section I and II must contain staff members present/absent. 23.7.6. Professional Development. Each instructor must engage in professional development each year. Document professional development hours in the faculty enrichment document semiannually. Professional development programs must support the Air University mission through maintaining/expanding the expertise in the academic disciplines taught.

Page 25 23.8 . Adjunct Faculty. Adjunct faculty will be either a MSgt or SMSgt, with minimum of 2 years experience, and will have either a CCAF or associate degree. All qualification will have to be met outlined in the vacancy announcement. If the need arises, the Commandant has final approval for establishing, qualifying and maintaining an adjunct faculty. All qualifications as described in this procedural guidance will apply.

24. Occupational Instructor Certification (OIC) Program. This certification program formally acknowledges instructor qualification and teaching experience. Practical teaching experience is derived only from the hours taught from an FSA lesson approved by CCAF and with a published educational objective as part of standardized curriculum. Any deviation must be processed and approved by written waiver IAW paragraph 1. The CCAF Campus Affiliations Policies, Procedures and Guidelines outlines all the eligibility requirements. The CCAF Affiliated Schools Liaison is the focal point for submitting OIC nominations on behalf of the commandant. The CCAF Affiliated Schools Liaison will process approved nominations by submitting a signed letter by the commandant. Direct all questions concerning the OIC to the CCAF program manager at [email protected] Please mail letters to: CCAF/DFAL OIC Program Manager 130 W. Maxwell Blvd Maxwell AFB, AL 36112-6613

25. Manual Operations: In case of network failure, there is a external hard drive locked away in out text control cabinet. This hard drive is clearly identified as the curriculum backup drive. Course curriculum plans, lesson plans, slides and test for all component and in-resident courses are located on this hard drive. In addition to curriculum data, the school evaluation plan and program outcome objectives have also been stored on this device. We also maintain hard copies of all required source documents within the director of education continuity file, student study guides and instructor lesson plans.

26. Guest Lecturers, Subject Matter Experts and Speakers of Opportunity. The use of guest lecturers, subject matter experts or speakers of opportunity are an enhancement to the FSA experience. However, only CCAF faculty members can assume ultimate responsibility for meeting instructional objectives in a CCAF course. Therefore, only CCAF faculty will teach FSA lessons with stated educational objectives. Use FSA/CO hours when augmenting FSA lessons. As a result, any time non-faculty members augment FSA lesson plan material, a qualified FSA faculty member must be present during the entire presentation to ensure the students understand the relationship between the lesson objective and the presentation.

// SIGNED // PAUL L. HUGHES, CMSgt, USAF Commandant

Page 26 Sample PROCEDURAL GUIDANCE REVIEW ROSTER

I have been briefed by my Flight Instructor and understand my responsibility to adhere to USAF First Sergeant Academy Procedural Guidance.

NAME DATE SIGNATURE 401. MSgt 402. MSgt 403. MSgt 404. MSgt 405. MSgt 406. MSgt 407. MSgt 408. MSgt 409. MSgt 410. MSgt 411. MSgt 412. MSgt 413. MSgt 414. MSgt 415. MSgt

Attachment 1

Page 27

DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR UNIT/CC Street Address City, State Zip Code

FROM: USAF First Sergeant Academy 56 Hodges Avenue South Maxwell-Gunter AFB, AL 36114-3219

SUBJECT: Administrative Release (Members Rank, Name and SSAN)

1. On ______, MSgt ______notified his/her instructor SMSgt ______, of an extenuating circumstance. He/she has been notified (circumstance): ______. MSgt ______is hereby administratively released without prejudice from the United States First Sergeant Academy class ___, as of (date and time). MSgt ______is authorized to immediately depart Maxwell- Gunter AFB to return to home station. His/her instructor, SMSgt ______, has provided him/her with a safety briefing prior to his/her departure.

2. I have coordinated his/her release with member’s Command Chief. If you have any questions, please contact me at DSN 596-2900.

PAUL L. HUGHES, CMSgt, USAF Commandant, First Sergeant Academy

Attachment 2

Page 28 DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR ACADEMIC/DISCIPLINARY REVIEW BOARD MEMBERS

FROM: FSA/CO

SUBJECT: Letter of Appointment

1. You are appointed to conduct a review into the potential disenrollment of [rank and name of student] from the United States Air Force First Sergeant Academy and to make a recommendation whether disenrollment or other action is appropriate.

2. As part of your review, I ask you to consult our FSA Procedural Guidance for policies pertaining to and standards expected of a student attending this course. Additionally, you will have an opportunity to hear an opening statement from the member and ask pertinent questions related to the proceedings.

3. At the conclusion of your review, the board will provide a written report to me with your findings, conclusions, and recommendations.

PAUL L. HUGHES, CMSgt, USAF Commandant, First Sergeant Academy

1st Ind., C/S/MSgt ______

I have been briefed on my responsibilities.

______Signature of Board Member

Attachment 3

Page 29 DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR THE COMMANDANT

FROM: (BOARD PRESIDENT)

SUBJECT: Academic/Disciplinary Review Board (ARB/DRB)

1. On ______, an ARB/DRB was conducted as a result of MSgt ______(reason for board):

2. The board consisted of C/S/MSgt ______, (SQ/Office Symbol), C/S/MSgt ______, (SQ/Office Symbol), C/S/MSgt ______, (SQ/Office Symbol) and SMSgt ______, (FSA staff member participating as an advisor). The board was briefed on its responsibilities.

3. During the board process MSgt ______was interviewed and asked about (reason for board): ______. Member’s response:

4. Based upon the findings of this ARB/DRB our recommendation is disenroll / retain MSgt ______from/in Class ___.

______, C/S/MSgt, USAF ______, C/S/MSgt, USAF Board President Board Member

______, C/S/MSgt, USAF ______, C/S/MSgt, USAF Board Member Board Member

1st Ind, FSA/CO

MEMORANDUM FOR ARB/DRB

I concur / nonconcur with the findings of the board.

PAUL L. HUGHES, CMSgt, USAF Commandant, First Sergeant Academy Attachment 4

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DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR MEMBER

FROM: USAF First Sergeant Academy 56 Hodges Avenue South Maxwell-Gunter AFB, AL 36114-3219

SUBJECT: Academic/Disciplinary Disenrollment (Member’s Rank, Name & SSAN)

1. I am notifying you that you are disenrolled from the First Sergeant Academy Class ___ for (reason for disenrollment): ______. As a result of this disenrollment, you are eligible to return to the First Sergeant Academy (FSA) ______(six months/one year) from date of this letter and upon the recommendation of your chain of command.

2. My reason for this decision is that you (reason for board): ______.

3. The board consisted of C/S/MSgt ______, (SQ/Office Symbol), C/S/MSgt ______, (SQ/Office Symbol), C/S/MSgt ______, (SQ/Office Symbol) and SMSgt ______, (FSA staff member participating as an advisor).

4. During the board process you were interviewed and asked about (reason for board): ______. Member’s response: ______.

5. Should you decide to appeal this decision, submit your request for appeal and any matters you wish considered to:

Barnes Center/CC 550 McDonald Street (Bldg 1143) Maxwell-Gunter AFB, AL 36114 (334) 416-1470 / DSN 596-1470

PAUL L. HUGHES, CMSgt, USAF Commandant, First Sergeant Academy

1st Ind, Member’s Rank and Name

I acknowledge receipt and understanding of this decision at _____ hours on ______.

Attachment 5

MEMBER’S NAME, MSgt, USAF Page Student 31

DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR UNIT/CC Street Address City, State Zip Code

FROM: USAF First Sergeant Academy 56 Hodges Avenue South Maxwell-Gunter AFB, AL 36114-3219

SUBJECT: Academic/Disciplinary Disenrollment (Member’s Rank, Name & SSAN )

1. I have disenrolled MSgt ______from the USAF First Sergeant Academy, Class ___ for (reason for disenrollment): ______. As a result of this disenrollment, he/she is ineligible to return for at least ______(six months/one year).

2. My reason for this decision is that (reason for disenrollment): ______.

3. An Academic/Disciplinary Review Board was convened on ______for MSgt ______. The board consisted of C/S/MSgt ______, (SQ/Office Symbol), C/S/MSgt ______, (SQ/Office Symbol), C/S/MSgt ______, (SQ/Office Symbol) and SMSgt ______, (FSA staff member participating as an advisor). The board recommended disenrollment, to which I concurred.

4. I can provide additional comments and/or feedback as needed. If you have any questions, please feel free to contact me at DSN 596-2900.

PAUL L. HUGHES, CMSgt, USAF Commandant, First Sergeant Academy

Attachment 6

Academic Review Board (ARB) Roles and Responsibilities

Page 32 ARB Purpose. The purpose of the ARB is to: - Determine if the institution met or failed to meet its responsibilities. - Determine if students met their responsibilities. - Provide input (not the decision) to the commandant on additional remediation options for any student not meeting minimum academic standards.

Factors to Consider During the Review

When determining if the school and the student met their responsibilities, board members will consider the following:

Did the school teach the instructional program as designed?

- Review the course data to verify the instructor used the current lesson plan and the school administered the current tests. - Review instructor evaluation forms as they provide evidence the instructor taught lessons as designed. - Did the test environment meet test administration requirements?

Has the school taken measures to improve instruction?

- Check trend data to determine if typical performance of the instructor’s flight is lower in relation to the other flights. If so, are documented evaluations available identifying instructional weaknesses? Did the instructional weakness contribute to the student’s failure? Has the school conducted and documented ISTs based on statistical comparisons?

Is the instructor qualified?

- Review the instructor’s AF Form 623 to verify certification on all core tasks. - Review the instructor’s Training Records (STARS electronic faculty folder) to verify the instructor was qualified on the lesson(s) contributing to the student’s failure. - Review the instructor’s (STARS electronic faculty folder) to verify the school conducted lesson evaluations per paragraph 22.4. -

Was the student aware of his/her responsibilities?

- Did the school brief the student on the student responsibilities? - Did the student sign a roster verifying understanding of the PG requirements?

Did the student engage in the learning process?

Page 33 - Did the student complete all homework, objective, performance and remediation assignments on time? - In class, did the student listen actively, think critically and willingly discuss lesson principles? - Did the student engage in study groups and/or review sessions? - Did the student put forth the necessary effort to achieve educational objectives? Note: If the student is lacking in one or more of these areas, then the student did not put forth enough effort, and a disciplinary release may be more appropriate.

Miscellaneous Considerations.

Review Study Notes. Did the instructor review the student’s study notes? Do the student’s notes accurately represent lesson principles? Are the student’s notes complete? The answers to these questions provide information useful in developing a remediation plan of instruction.

Learning Environment. Do any counseling records address this area?

Additional Duties. Did the instructor or flight leader assign the student any extra duties that interfered with study time? If so, did anyone offer the student an opportunity to give up those duties to provide more time for studying? Do any counseling records address this area?

I have read and understand my role and responsibilities as a board member.

______Print Name and Sign Date

Attachment 7

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DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

5 Aug 2013

MEMORANDUM FOR CCAF/CD

FROM: Barnes Center/FSA

SUBJECT: Change Course Curriculum Plan (MFSA8F000, MANG8F000, RES10090)

1. The United States Air Force First Sergeant Academy Principle of Instruction dated October 2012 has changed to reflect the following:

a. In-Resident Course: Sexual Assault and Awareness and Report changed from 1 to 2 hours, per HQ AF directive.

b. In-Resident Course: AFPC Personnel Products has been removed to accommodate additional hour.

2. If you have any questions contact me at 416-2900

//signed, jmh// JENNIFER M. HELLWIG, SMSgt, USAF Director of Education, FSA

Attachment 8

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