Qualifications for Fire and Life Safety Educator



Get life-saving messages across through fire and life safety educators, PIOs, and youth firesetter intervention personnel who are fully qualified with NFPA 1035.

Make sure your public education team is ready to deliver national messages about fire and life safety situations that could benefit people of all ages. Rely on NFPA 1035: Standard on Fire and Life Safety EducatorPublic Information Officer, Youth Firesetter Intervention Specialist, and Youth Firesetter Program Manager Professional Qualifications.

This Standard spells out clear and concise job performance requirements that can be used to determine whether an individual possesses the skills and knowledge to perform as:

  • Fire and Life Safety Educator (FLSE) Levels I, II, and III
  • Public Information Officer (PIO)
  • Youth Firesetter Intervention Specialist (YFIS)
  • Youth Firesetter Program Manager (YFPM)

The 2015 NFPA 1035 aligns with national trends to address specific fire and disaster problems.

For the 2015 edition, the Technical Committee completed job-task analyses for all levels within the scope of the document. Revisions reflect the dynamic changes occurring in many areas -- and the expectations for professionals involved in education, media relations, and intervention.

Other changes include:

  • New definitions for accessibility, community risk reduction, and people-first language
  • New JPRs that center on individual maintenance of skills and knowledge, especially with regard to new technology and social media
  • Revised JPRs for Fire and Life Safety Educator Level III, including changes to the evaluation of educational programs
  • Expanded JPRs for Public Information Officer that address various internal and external organizational media situations
  • Updated resources for all fire and life safety educators

Fire and life safety educators and PIO, YFIS, and YFPM personnel are accountable to the public. Help ensure they are up to the task with the 2015 NFPA 1035. (Softbound, 31 pp., 2015)

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