NAVMC 1553.2 Marine Corps Formal School Management Policy

DISTRIBUTION STATEMENT A: Approved for public release; distribution is

Unlimited.

NAVMC 1553.2

C 466

21 Sep 2015

NAVMC 1553.2

From: Commandant of the Marine Corps

To: Distribution List

Subj: MARINE CORPS FORMAL SCHOOL MANAGEMENT POLICY GUIDANCE

Ref: (a) MCO 1553.2_

(b) MCO 1553.4B

(c) NAVMC 1553.1_

(d) MCO P3500.72A

(e) NAVMC 3500.14C

(f) CJCSI 1800.01D w/ Ch 1

(g) CJCSI 1805.01A

(h) MCO 1500.56

(i) MCRP 6-11D

(j) MCRP6-11B

(k) MCO 1200.18

(l) Title 10

(m) DoDI 1402.06

(n) Memorandum, Implementation of Updated Conference Oversight

Requirements, 6 Nov 2013

(o) SECNAV M-5510.30

(p) TECOMO 5041.1

(q) MCO 1580.7D

(r) MARADMIN 178/10

(s) MCO 1553.10

(t) SECNAVINST 5211.5E

(u) DoDI 1000.30

(v) MARADMIN 698/12

(w) MCO 3500.27C

(x) MCO 5100.29B

(y) NAVMC 5100.8

(z) MCO P5102.1B w/Ch 1

(aa) OPNAVINST 1500.75C

(bb) MCO 3504.2A

(cc) MCO 5100.19F

Encl: (1) Marine Corps Formal School Management Policy Guidance

1. Purpose. To promulgate the requirements and establish procedures to

implement reference (a).

2. Scope. The scope is based on best practices, changes to referenced

doctrine, and the community of practice within Marine Corps Formal Schools.

Per reference (a), Formal Schools are defined as institutions that develop

and/or present programs of instruction or curricula approved by the

appropriate General/Flag officer to meet specified training and education

requirements. Specific guidance for staffing and approval of curricula,

staff and faculty development, and evaluation for EDCOM Formal Schools can be

DEPARTMENT OF THE NAVY

HEADQUARTERS UNITED STATES MARINE CORPS

3000 MARINE CORPS PENTAGON

WASHINGTON

,

D.C. 20350-3000

NAVMC 1553.2

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2

found in reference (b), the MCU Academic Regulations, and the MCU Faculty

Handbook. These documents can be downloaded from the MCU website:

https://www.mcu.usmc.mil/SitePages/administration/MCU%20Command%20Policy.aspx

3. Changes. Ref (a) provided overarching policy for the management of Marine

Corps Formal Schools and Training Detachments. Enclosure (1) of that Order

contained Formal Schools management procedural guidance which provided

necessary information for Formal Schools to ensure compliance with the

established policy and doctrine. This NAVMC includes pertinent information

from MCO 1553.2B, Enclosures (1) thru (4) and Appendices A-S.

4. Information. Commanding General Training and Education Command (CG TECOM)

will update this directive as necessary to provide current and relevant

procedures to Commanding Officers (CO), Officers-In-Charge (OIC), and

Directors to ensure current best practices are available for use by Marine

Corps Formal Schools. All questions pertaining to this directive should be

directed to: Commanding General, TECOM (MAGTF Training & Education Standards

Division, C 466), 1019 Elliot Road, Quantico, VA 22134. Upon revision of the

references, this policy will be updated to reflect the changes.

5. Command. This directive is applicable to the Marine Corps Total Force.

6. Certification. Reviewed and approved this date.

J. W. LUKEMAN

By direction

DISTRIBUTION: PCN 10001918500

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I Enclosure (1)

TABLE OF CONTENTS

IDENTIFICATION TITLE PAGE

Chapter 1 MARINE CORPS INSTRUCTION...............................1-1

1. Background.............................................1-1

2. Basis of Marine Corps Instruction......................1-1

3. Execution of Marine Corps Instruction..................1-2

4. Management of Marine Corps Instruction.................1-3

Chapter 2 ACADEMIC FACULTY AND SUPPORT PERSONNEL.................2-1

1. Introduction...........................................2-1

2. Academic Faculty and Support Personnel.................2-1

3. Formal School Roles and Responsibilities...............2-2

4. TECOM Task Analyst Roles and Responsibilities..........2-8

Chapter 3 STAFF AND FACULTY DEVELOPMENT..........................3-1

1. Introduction...........................................3-1

2. Requirements...........................................3-1

3. Faculty Records........................................3-4

4. Recognition............................................3-5

Chapter 4 EVALUATION.............................................4-1

1. Introduction...........................................4-1

2. Commanding General’s Inspection Program (CGIP).........4-1

3 Formal School Evaluation Plan (FSEP)...................4-1

4. Continuous Evaluation..................................4-1

5. POI Evaluation Cycle...................................4-2

6. Course Content Review Board (CCRB).....................4-2

Figure 4-1 POI Evaluation Cycle...................................4-2

Figure 4-2 CCRB Battle Rhythm (3 Year Cycle)......................4-3

Figure 4-3 CCRB Battle Rhythm (Generic Example)...................4-3

Chapter 5 RESOURCES AND REQUIREMENTS.............................5-1

1. Introduction...........................................5-1

2. School Descriptive Data (SDD)..........................5-1

3. Planning Phase.........................................5-1

4. Programming Phase......................................5-2

5. Budgeting Phase........................................5-2

6. Execution Phase........................................5-3

Figure 5-1 Data Submission Timeline...............................5-1

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TABLE OF CONTENTS

IDENTIFICATION TITLE PAGE

Chapter 6 ADMINISTRATION AND OVERSIGHT...........................6-1

1. Introduction...........................................6-1

2. Management Tools.......................................6-1

3. Safeguarding Personally Identifiable Information (PII).6-2

4. Training Safety........................................6-3

APPENDIX A COURSE DESCRIPTIVE DATA................................A-1

APPENDIX B COURSE IDENTIFIER (CID) ESTABLISHMENT POLICY...........B-1

APPENDIX C CCRB PREPARATION GUIDE.................................C-1

APPENDIX D HIGH RISK TRAINING.....................................D-1

APPENDIX E ONLINE RESOURCES.......................................E-1

APPENDIX F ACRONYMS...............................................F-1

APPENDIX G GLOSSARY...............................................G-1

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CHAPTER 1

MARINE CORPS INSTRUCTION

1. Background. To meet the learning requirements of the contemporary and

future operating environment, a balanced integration of training and

education across the continuum is necessary. Formal Schools must achieve

this balance to meet the training and education requirements through

standards based and outcome driven instruction that is guided by this

directive and references (a) and (c).

2. Basis of Marine Corps Formal Instruction. CG TECOM executes the

responsibility to establish Training and Readiness (T&R) policy and maintain

T&R Manuals through MAGTF Training and Education Standards Division (MTESD)

and in accordance with references (d) and (e). MTESD assigns a Task Analyst

(TA) to manage each Occupational Field (OccFld) and serve as the Subject

Matter Expert (SME) on TECOM programs, policies, and procedures.

a. Individual Training Events (ITE)

(1) The Marine Corps T&R Programs require the establishment of ITEs

that are based on specific requirements and performance standards to ensure a

common base of training and depth of combat capability; ITEs describe a

standard of competence to be achieved. ITEs are established per references

(d) and (e) and published in Marine Corps T&R Manuals in the NAVMC 3500

series.

(2) ITEs form the foundation from which Formal Schools develop new or

revised Programs of Instruction (POI). POIs identify the requirements upon

which to base the curriculum of a course, the resources needed to conduct the

course, and any resource shortfalls that necessitate the acquisition of new

systems, equipment, or devices.

(3) Approved and published ITEs that are designated for instruction

become the foundation for the development or revision of a formal course.

ITEs are designated as entry-level or post entry-level training. Entry-level

and Military Occupational Specialty (MOS) producing schools instruct entry-

level individual events (1000 level). Those ITEs not designated for entry-

level instruction may be included in skills-progression or non-MOS PME

courses, or in unit MOJT programs (2000 level). ITEs can also be instructed

using Distance Learning (DL) courses and formal and blended learning formats

developed by various agencies, such as the College of Distance Education and

Training (CDET), Navy Knowledge Online (NKO), Defense Knowledge Online (DKO),

Army Knowledge Online (AKO), and Joint Knowledge Online (JKO).

b. Joint Learning Objectives (JLO). References (b), (f), and (g)

provide guidance to military training and education institutions regarding

Joint Learning Areas (JLA) and Joint Learning Objectives (JLO) in order to

achieve the goal of expanding “jointness” to all appropriate levels of the US

Armed Forces. Marine SMEs represent the Marine Corps’ interest at joint

formal schools to ensure joint learning requirements are met. Gaps in joint

training are identified by SMEs and instruction is developed to meet these

gapped learning requirements.

c. Values Based Training and Leadership (VBT/L). VBT/L are learning

requirements directed by CMC and will be integrated in all POIs as

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appropriate for the Target Population Description (TPD). VBT is the

reinforcement and sustainment of the values subjects introduced in recruit

training. Those values subjects also have a corresponding annual training

requirement for all Marines as identified in MCBUL 1500. VBL is recognizing

the inherent responsibility of leaders at all levels in reinforcing VBT. CG

TECOM has determined that in order to satisfy the CMC requirement for VBT/L,

the baseline means of delivering instruction is by facilitating a guided

discussion. It is understood that there are other ways this can be

accomplished; however, leaders are expected to deliver VBT/L instruction in

this manner, at a minimum, across the Training and Education continuum.

VBT/L will be interwoven into every POI wherever possible; not taught as a

separate block of instruction unless a determination was made to do so.

NOTE: For MOS producing schools where a student may return to the school for

multiple skill or career progression courses, VBL will only be required in

the lowest level career progression course (e.g. NCO level courses).

Amplifying information can be found in references (h) thru (j).

Implementation will involve three distinct phases:

(1) Initial Entry Training (Phase I). Every Marine, enlisted and

officer, will be formally instructed in Marine Corps Values during entry

level training. The preponderance of the learning will occur at the Marine

Corps Recruit Depots for enlisted Marines and at Officer Candidates School

(OCS) and the United States Naval Academy for officers.

(2) Reinforcement Education (Phase II). The lessons of Phase I will

be reinforced in Marine Combat Training (MCT) at the School of Infantry (SOI)

for all enlisted Marines and at The Basic School (TBS) for officers as well

as MOS schools for all Marines. Marine Corps Core Values based training and

education will continue at every Professional Military Education (PME) school

which a Marine attends from the Lance Corporal Seminar (lowest level) through

the Marine Corps War College (highest level). Additionally, gatherings of

Marine leaders, such as the General Officers Symposium, Commanders’ Call, and

Sergeants Major Symposium will include discussions concerning values.

(3) Sustainment Education (Phase III). Phase III will occur on-the-

job and will be facilitated by leaders at all levels throughout the Marine

Corps. It will involve not only formal presentation of course material, but

will encompass awareness of the importance that practicing Marine Corps Core

Values has in each Marine’s day-to-day life. Sustainment is the key to the

success of the Marine Corps Values Program.

3. Execution of Marine Corps Formal Instruction. For training and education

to be effective, the areas of influence and areas of interest must be

understood. This understanding is required because training and education

efforts tend to overlap between deep and close operations. In addition,

faculty professional development is the product of a learning continuum that

comprises training, experience, education, and self-improvement to produce

the most professionally competent (strategic-minded, critical-thinking)

individual possible. In Marine Corps Formal Schools, ITEs, JLOs, and VBT/L

serve as a foundation upon which to develop more specific learning goals.

These goals are referred to as Learning Objectives and Learning Outcomes,

which enable Formal Schools to conduct systematic curricular analysis and

efficient program evaluation. Amplifying information can be found in

reference (b).

a. Learning Objectives (LO). An LO is defined as a statement of the

behavior or performance expected of a student as a result of a learning

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experience, expressed in terms of the behavior, the conditions under which it

is to be exhibited, and the standards to which it will be performed or

demonstrated. ITEs that are included in a formal course of instruction will

have corresponding Terminal and Enabling Learning Objectives (TLO/ELO) unless

exempted by the specialized cases identified below. 1000-level MOS producing

courses shall have a minimum of two ELOs to demonstrate the doctrinally based

building blocks for instruction. All TLOs and ELOs shall be taught and

evaluated in a learning environment. TLOs will not be repeated as ELOs since

this is contrary to a logical learning analysis. The students are

essentially “reinforcing” previously learned skills. In these cases specific

justification will be required as part of the CO’s Cover Letter if there are

no associated ELOs with a TLO. There are, however, specialized cases where a

TLO can stand on its own.

(1) Example 1: If a TLO and its associated ELOs have been

instructed and evaluated to standard, but are subsequently used in the same

POI to reinforce previous instruction, such as would take place in a

practical or field training exercise, then those TLOs do not need to reflect

associated ELOs. A justification will be required to be added in the Concept

Card notes explaining the rationale.

(2) Example 2: If a student attends a subsequent course of

instruction where some of the T&R events (e.g. TLOs, ELOs) are a review of

previously learned standards (not out of sustainment), then those TLOs do not

need to reflect associated ELOs. A justification will be required to be

added in the Concept Card notes explaining the rationale.

(3) Example 3: If specific skill or career progression courses that

focus on 2000 level ITEs where the TPD has MOS experience, then these courses

may contain review material designed to establish a common baseline as the

starting point for the course and since these skills are already expected to

be exhibited by the students, then those TLOs do not need to reflect

associated ELOs. A justification will be required to be added in the Concept

Card notes explaining the rationale.

b. Learning Outcomes. A learning outcome is a concise statement that

describes what students are expected to learn as a result of completing a

program or course of instruction or curricula. Stated another way, a

learning outcome is an intended effect of the educational program experiences

that has been stated in terms of specific, observable, and measurable student

performance. The subordinate elements of a learning outcome are called

educational objectives, which must collectively be learned to accomplish the

broader expectations of the learning outcome. An educational objective is

defined as a concise statement that describes what students are expected to

learn as a result of an individual class or lesson within a program or course

of instruction. The statement begins with an action verb that indicates the

desired level of learning (in accordance with accepted educational

taxonomies) and corresponding type of assessment. The action verb is

followed by an explanation of the specific subject matter to be learned.

4. Management of Marine Corps Formal Instruction

a. Program of Instruction (POI). A POI is a service-level training and

education management document that describes a formal course in terms of

structure, delivery systems, length, intended learning objectives or

outcomes, and evaluation procedures. Amplifying information can be found in

reference (b).

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(1) POI Requirement. An approved POI is required for every course a

Formal School delivers signed by the approving CG. POIs developed and

approved by other services shall be accepted as POI equivalent documentation

as long as the OccFld Manager, TECOM TA, and the Formal School concur that

the T&R event requirements for the particular course are being met by the

other service POI. EXEMPTION: MAWTS-1 will only be required to submit

section I of CDD. POIs not embedded within the WTI course (i.e. not outlined

in the MAWTS-1 Course Catalog) will adhere to the Proof of Concept CDD

policy outlined in the subsequent paragraphs.

(a) Commanding Officer’s (CO) Cover Letter. CO/OIC/DIRs shall

certify the validity and accuracy of a POI by signing and routing a cover

letter to the appropriate CG via their administrative chain of command,

submitted as close to the signature date as feasible. Should substantive

changes be made to the POI following the initial submission, a new cover

letter should be signed, dated, and submitted to the appropriate CG for

approval.

1. Format. In standard Naval letter format on required

letterhead, the CO will address in narrative: any shortfall(s) in funding,

personnel, and equipment, as well as changes in course days. The cover

letter should not contain all the details of revisions to items 21, 22, 23 in

the Course Descriptive Data (CDD), but rather point the reviewer to those

changes that were validated in the Record of Proceedings (ROP).

2. Submission. The POI, POI checklist, CCRB ROP, and CO’s

cover letter will be sent electronically in a Portable Document Format (.pdf)

to MTESD OPS via sharepoint at

https://vce.tecom.usmc.mil/sites/directorates/mtesd/SitePages/Home.aspx. The

POI will be in a “Submitted for Review” status in MCTIMS prior to submitting

to sharepoint for disposition. If there is a disparency between the POI in

MCTIMS and the electronically submitted version, the POI will be formally

returned to the Formal School. Upon receipt, the CG will reply via formal

correspondence, as appropriate. If the POI being submitted cannot be

executed with existing resources, the forwarding letter will identify those

shortfalls most critical to the execution of the course. Annually,

additional resources need to be programmed through TECOM G-8 via the Program

Objective Memorandum (POM) process.

(b) Section I (CDD)/Other Service Supplemental CDD. The CDD is

the key document for all TECOM activities involved in the resourcing process

and validation of Marine Corps training and education requirements in

addition to other service curricula. Accurate reporting of the school’s

resources and requirements will provide the documentation and justification

required to compete for resources in the POM process. Failure to provide

accurate resourcing data in the CDD jeopardizes future funding for the Formal

School. Formal Schools will complete all 24 elements of the CDD based on

service/other service data and submit for staffing and approval. See

Appendix A for a breakdown of the 24 elements.

1. Submission. Formal Schools will review all CDD portions

of active POIs annually or more often as necessary in connection with the

TECOM, G-3/5/7 and G-8 annual budgeting and programming requirements. The

task list located in the CDD only lists those ITEs that were selected for

training within the POI and must include all ITEs relevant to the scope and

TPD of the course. JLOs should also be manually entered and specified on the

CDD task list.

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1-5 Enclosure (1)

2. Resources. Items 21, 22, 23 and/or the “CDD NOTES” after

item 24 identify resource requirements. It is imperative that the school

indicate the actual deficiency (course requirement minus authorized Table of

Organization (T/O) strength) in separate remarks so that there will be no

confusion as to what additional personnel (if any) are required to implement

the course.

a. Instructor Staffing Requirements (Item 21).

Instructor staffing requirements are based on the academic course hours and

computed by MCTIMS in the Instructor Computation Worksheet (ICW) of the POI.

The number of instructors reported should be a whole number or a factor of

the maximum class capacity. Therefore, all concept cards should reflect, in

the student/instructor ratio, the number of instructors required to train the

maximum class capacity of students in the course; concept cards must match

the maximum class capacity.

b. School Overhead Requirements (Item 22). School

overhead requirements reflect the total personnel overhead requirement for

the entire school with the same fields identified in para (21) above (i.e.

personnel detailed to support of that POI full-time, yet not in contact with

students).

c. Training/Education Support Requirements (Item 23).

This field can be edited to list resource requirements other than personnel.

It will identify all requirements, but specifically emphasize the portion

that exceeds current availability.

(c) Section II (Summary of Hours). Formal Schools will determine

and record the appropriate amount of academic and non-academic time necessary

to meet the learning requirements of the POI. Annexes A-Y are for academic

concept cards and Annex Z is reserved for administrative concept cards.

1. Academic Time. Time required to transfer learning

objective based instruction, outcome based instruction, lesson purpose

instruction, or evaluating performance. The minimum peacetime course day is

8 hours. The minimum peacetime course week is 40 hours. (8 hours a day

multiplied by 5 working days). The minimum amount of daily academic time is

7 hours. If the training day exceeds 8 hours, only 7 hours can be associated

to “new” not previously taught material.

a. Training Day Calculation. All time (academic and

non-academic) related to training, must be accounted for in training days

and, consequently, in the calendar days of the course. All administrative

hours will be distributed across the number of training days thus calculated.

TAs will review the average training day and average training week to

evaluate if additional justification from the Formal Schools is required for

excessive academic day length. NOTE: Formal Schools will not use the

provisions of this paragraph to recalculate the duration of a legacy POI to

justify adding additional training days to that POI.

b. Training Day formula. Divide total academic hours by

7 and multiply by 5. If there are insufficient academic and non-academic

hours for a course to have at least 8 hours a day, then the duration of the

course must be shortened by the number of days that will result in a minimum

of an 8 hour day.

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1-6 Enclosure (1)

c. Calendar Day formula. Divide total training days by

5 and multiply by 7.

2. Non-academic Time. Time instructors are in contact with

students as required by the CG TECOM directives, various Marine Corps Orders,

and the POI. Non-academic time can include, but is not limited to: Physical

Training (exceptions see para b. below), Chow, Equipment Draw/Issue, Transit,

Field day, Overnight Duty (Duty NCO, Firewatch, etc).

a. Administrative Time. Time required in the POI to

complete administrative tasks necessary for the smooth functioning of the

course. Administrative time can include, but is not limited to: Checking

in/out, Graduation practice/graduation, Specialized uniform/equipment

fittings, Medical appointments, Weapons cleaning.

b. Physical Training (PT). PT will only be considered

academic time when the specific PT event has a learning objective(s) based on

the ITEs derived for the same T&R Manual that provide the other ITEs for the

course. PT as non-academic time should be scheduled whenever possible so it

does not interfere with the minimum 7 hours of academic time each day.

3. Lesson Purpose. A Lesson Purpose class presents material

that, while important, does not contain learning objectives of a specific

individual or collective training event and is not testable.

Formal Schools should strive to meet the goal of no more than 1 hour of

lesson purpose time a week so as to remain focused on instructing and

evaluating the learning objectives of the course. If more lesson purpose

time is necessary, Formal Schools may justify additional hours at POI

submission with the task analyst.

4. Remediation. Remediation is neither academic nor

administrative time and must be conducted in order to provide additional

training to the student. Scheduled review sessions may be included in the

examination time provided all students are involved; however, individual

remediation will not be captured in the POI. The Formal School will provide

a description of the approach to remediation in Section V of the POI.

5. Training Schedule. The training schedule will contain,

at a minimum, the lesson designators, lesson titles, and academic hours.

(d) Section III (Scope of Annexes). This section carries a

subheading, academic subjects, and details a description of the scope of each

annex contained in the POI. If there is a difference in the scope between

the conduct of the course during peacetime and mobilization, it must be

annotated here.

(e) Section IV (Concept Cards). This section comprises the bulk

of the POI and provides a snapshot of all lessons, examinations, and

administrative events. An introduction is provided to explain the

description of the contents of the concept cards, the location of the

learning objectives report, and summary of instructional hours.

1. Concept Card Hours. Concept Card hours represent the

amount of time required to teach the Learning Objectives and Learning

Outcomes assigned to a Concept Card to standard. These hours are a

calculated representation of the amount of time it will take to execute the

assigned instructional methodologies. Formal Schools are provided the

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1-7 Enclosure (1)

opportunity to run Pilot Courses to validate the instruction, particularly

the instructional methodologies and amount of time assigned to Concept Cards.

However, the decision to use a pilot course as a validation method is based

on resources, the availability of the necessary members of the target

population, and time. The first full iteration of the course must allow the

Formal Schools the opportunity to validate instruction. Following the first

full iteration, Formal Schools will be authorized to conduct a hot wash or

after-action, validate Concept Card methodologies and hours, and make

appropriate changes. Changes will be made and recorded on the POI Record of

Changes page located in the POI. Any subsequent changes to Concept Card

hours must be coordinated through the TECOM Task Analyst and authorized by

the approving CG. Any Concept Card changes that affect an increase in

training days or resources will require a resubmission of the POI for

approval.

(f) Section V (Student Performance Evaluation). This section

documents the scope of the evaluation, standards for successful performance,

and evaluation procedures. Student evaluation must be detailed and include,

at a minimum, the evaluation philosophy (mastery/non-mastery/GPA), methods of

evaluation (e.g. written, performance, remediation), Fitness Reports (if

applicable), Pro/Con marks (if applicable), disposition of academic failures

(recycle/MOS re-designation procedures). Section V is developed in

accordance with reference (b) and the Academic SOP.

(g) Section VI (Distribution List). This section details who

receives the POI.

(2) POI Validation. The designated resource manager at the Formal

School shall review and validate POI resource information (e.g. CDD) prior to

submission. CO/OIC/DIRs shall verify the POI information is an accurate

communication of how the Formal School is executing resources for that course

prior to staffing via the chain of command to the appropriate CG for

approval.

(3) POI Prioritization. Priority Level 1 courses have the highest

priority for curriculum development. Formal Schools will prioritize all POIs

according to the following criteria.

(a) Priority Level 1. Primary MOS producing courses.

Description: Courses that impart the primary occupational skills and

knowledge of a Marine. Per reference (k), this level includes all courses

necessary for completion prior to awarding of a primary MOS. Also included

in this level are formal training requirements for:

1. Officer Candidates School for active duty enlisted

members attending as part of an enlisted commissioning program

2. Warrant Officer Basic Course

3. Special Duty Assignments

(b) Priority Level 2. All other MOS producing courses.

Description: Per reference (k), courses that result in the following types

of MOS’s:

1. Intermediate/Advanced Necessary MOS (NMOS)

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1-8 Enclosure (1)

2. Free MOS (FMOS)

3. Exception MOS (EMOS)

4. Additional MOS

(c) Priority Level 3. Required resident PME and the resident

portion PME of blended programs as defined in reference (b).

(d) Priority Level 4. PMOS skill progression, sustainment,

recertification, and advance certification training. Description: Formal

School training for Marines already holding a PMOS. These courses are

mandated in a written directive to maintain, progress, certify/recertify, or

provide advanced skills in the Marine’s PMOS. All holders of the PMOS are

required to attend such training based on MOS advancement, selection for

promotion and/or expiration of a PMOS related certification/qualification.

(e) Priority Level 5. PMOS skill enhancement and non-MOS billet

specific training. Any course not falling into one of the previous levels.

These courses have a defined requirement for formal training and meet common

requirements for unit’s throughout the Marine Corps. Examples include,

Aviation Safety Officer, Ground Safety Officer, Methods of Entry, and Static

Line Jumpmaster. This level is not intended to include all formal courses.

Courses required for unit specific missions when attendance is based on the

CO/OIC/DIR’s discretion and all training indicated as Unit Training

Management (UTM) and/or MOJT is unit/organization funded.

(4) POI Staffing

(a) Informal submission. Prior to formal submission of the POI,

schools are required to contact the TA responsible and in coordination with

MTESD Ops to conduct an informal review of the POI within 10 days to

determine if the POI is ready for staffing/submission. Given the Course

Content Review Board (CCRB) Battle Rhythm identified in Chapter 4, the TA can

anticipate when their Formal Schools will be reviewing and updating POIs.

The goal of informal submission is to prevent/mitigate potential reasons for

rejection/delay that might occur during the POI staffing process. Due to the

volume and tempo of POI review, submission, and approval, the period of

informal submission in which the TA reviews the work product in progress to

provide guidance is essential to correcting errors prior to formal

submission.

(b) Formal submission. The start date of the 60 calendar day

staffing and approval process is determined by MTESD OPS. It begins upon

receipt of a POI that is determined to be suitable for review and staffing.

If the POI is returned for correction, then the start date is reset pending

the next submission.

1. MTESD TA. After informal collaboration with the TA and

when a school is ready to submit a POI for approval, the school will send a

“.pdf” version of the POI cover letter, POI checklist, and CCRB ROP to MTESD

Ops via sharepoint at

https://vce.tecom.usmc.mil/sites/directorates/mtesd/aspx. In coordination

with MTESD Ops, the TA will conduct a compliance review of the POI to

determine if the POI has been drafted in accordance with this directive and

reference (c). If the POI is determined to have substantive errors, the

CO/OIC/DIR will be notified of the errors via official correspondence in

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order to make necessary corrections. The POI staffing clock will restart

upon formal re-submission of the returned POI. If the POI does not have

errors, the TA staffs the POI to the appropriate staffing destinations for

review, comments, and recommendations. Once the compliance review has been

completed, the approval process can continue through the appropriate chain of

command.

a. Approval Authority. POI approval authority rests

with the appropriate CG, depending on the chain of command for the Formal

School. After signature by the appropriate CG, the approval/disapproval

letter is attached to the POI and returned to the Formal School.

b. Approval letter. The approval letter, not the POI

itself, is the document which obligates TECOM activities to provide

resources, or to take certain actions that will ultimately result in

resources being provided as feasible. Preparation will occur based on

staffing comments after receipt from MTESD Ops in order to complete the POI

Review. This letter will be worded only as follows:

(1) “Approved”. This approval is contingent on the

Formal School’s ability to execute the course given the current level of

resources. The letter may contain other guidance on distribution and

prioritization for existing course resources in order to implement the

approved POI, but the basic tenet — unconditional approval — remains. For

revised POIs, those courses will commence the approved POI with the next

course iteration. For new POIs that have undergone validation, Formal

Schools will be required to commence the approved POI within 120 days of the

signature date.

(b) “Disapproved”. Disapproval may be for a variety

of reasons not necessarily related to resourcing, however the reason will be

clearly stated in the letter.

(c) “Approved, but further execution is not

authorized until required resources are obtained”. This conditional approval

prohibits the Formal School from executing the POI until such time as TECOM

and/or the school is able to arrange for sufficient resources to effectively

teach the course. The letter will clearly state which resources are

deficient, who has staff cognizance for further action to obtain the

resources, and a tentative timeline for delivery of the resources.

2. MTESD Ops. Monitors the responses to the staffing

initiated by the TA. In addition, MTESD Ops will continue staff action to

refine and resolve resourcing issues. The appropriate staffing destinations

within TECOM for POIs are dependent on the particular chain of command of the

Formal School.

3. Staffing Destination Actions. HQ staff conducts

appropriate staff action to review, validate, and recommend resourcing, prior

to submission to the CG for approval. This action is required for all new

and revised Marine Corps formal courses of instruction, to include all

Marine–unique courses attended by Marines at other service formal schools.

POIs (or an equivalent document) for consolidated courses at other service

schools are reviewed to ensure applicable T&R events and/or learning outcomes

are being addressed regardless of the service teaching the course. Manpower,

facilities, ammo, ranges, and supply/equipment, etc. will identify resource

shortfalls in their commodity area. Where issues may be resolved internally,

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HQ staff will make recommendations such as: adjust MCBUL 8011 to increase

ammunition allocations, reassign personnel, adjust budgets to provide

additional funding, etc. HQ staff will clearly state any necessary follow-on

actions required and who is responsible for initiating the action. When

internal resolution is not possible, HQ staff will detail actions to be

taken, and provide an estimated timeline for when resources can be put in

place. HQ staff is directed to seek non-traditional solutions to address

resource shortfalls until programming can be affected. All comments will be

drafted as if the Commanding General is communicating to the appropriate

Formal School CO/OIC/DIR.

4. Formal School Actions. CO/OIC/DIRs shall ensure that the

POI will be submitted within 120 days of a TECOM Directed CCRB. The Formal

School, in concert with the assigned TA, will formulate a plan that outlines

a POA&M for all CCRBs to include POI submission. Upon approval of a T&R, if

a school chooses to conduct a post T&R review to discuss and codify

recommended changes, then it has the ability to do so - but that is not the

function of a CCRB. For POI revision, para 4.a.(5) explains the process for

submitting POI change documents to MTESD OPS.

a. Mirror-imaged POIs

(1) If a specific TECOM MSC owns mirror-imaged POIs

where all of the mirror-imaged schools belong to the same MSC (e.g. Sniper

school), that MSC may establish policy for functional area subject matter

expertise with the responsibility to ensure standardization between the

Formal Schools that teach that functional area.

(2) For courses taught at multiple locations that

include multiple MSCs (e.g. Marksmanship, MCCWS, MCMAP), the mirrored schools

will submit the POIs simultaneously and therefore require a Joint CCRB. In

these cases, representatives from all Formal Schools or training venues that

teach the respective course(s) will be convened to ensure curriculum content

remains consistent between course locations. The Functional SME designated

by Marine Corps policies will be responsible for standardization review of

all mirror-imaged POIs. Schools required to execute POIs must revise and

submit a site specific CDD for that school. Upon approval, a CID will then

be assigned to the POI that includes the school code from the school

submitting the data. For example: All marksmanship ranges across the Marine

Corps creating Marksmanship Instructors will have mirror-imaged POIs, except

for the location specific data contained in the CDD. This location specific

data will be reflected in a location-specific CID for each range, even though

the training delivered at the various locations is identical.

(3) At the conclusion of the Joint CCRB, the MTESD

TA will compare the parent POI against the CCRB ROP, so that only those

recommended changes are included in the POI. The MTESD TA will then forward

the parent POI through the formal staffing process for approval. NOTE: It is

likely that there will be more than one MTESD TA in a functional area.

Therefore, MTESD is responsible for conducting the appropriate coordination

to ensure Functional SMEs have the opportunity to review all mirror imaged

POIs. Once approved, the parent POI will be provided to all mirror-imaged

schools so they can submit their individual POIs. Upon receipt of all

mirror-imaged POIs, the MTESD TA will then forward the POIs to the Functional

SME to complete the standardization review. Once reviewed, the Functional

SME will return the POIs to the MTESD TA with comments. POIs found to be

compliant will continue in the formal staffing and approval process. POIs

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1-11 Enclosure (1)

found to not be compliant with the parent POI will be returned to the Formal

School for correction. During the standardization review, Functional SMEs

shall review the following POI components: T&R Task List, Location of

Learning Objectives Report, Concept Cards, and those items in the CDD that

are not school location specific (e.g. ammunition).

(4) Functional SMEs are not authorized to approve

POIs belonging to another TECOM MSC. Standardization review does not

constitute approval of the POI. The POIs must be approved by the respective

TECOM approval authority.

b. Joint Instruction/Other Service School POIs. For

those courses of instruction conducted at other service schools, course data

will be reviewed every three years and equivalent course documentation and

other service supplemental CDD will be submitted in the format designated by

MTESD. Formal course revision is only authorized when an updated POI, along

with a cover letter detailing the proposed revisions, is approved by the

appropriate CG. Additionally, course revision can also be authorized via a

formal approval letter from the authorizing CG.

(5) POI Revision

(a) POIs are dynamic documents and will generally be modified

through the Formal School Evaluation Plan (FSEP) and the CCRB. They can have

minor revisions made during a “Command Directed” CCRB as described in the

subsequent paragraphs and Chapter 4. Any modifications to the POI, other

than the minor revisions noted in this paragraph necessitate the resubmission

of the POI to the appropriate CG for review. EXEMPTION: MAWTS-1 conducts an

internal POI revision for each WTI course through its Curriculum Review

Committee (CRC).

(b) Allowable local revisions are those that do not require

additional resources, add additional training days, or modify existing

ITEs/TLOs/Learning outcomes. CO/OIC/DIRs are not authorized to “locally

approve” revisions to the POI when those revisions involve task list/T&R

modification or revisions in required resources to include revisions in the

overall duration of the course. All local revison changes must be annotated

on the Record of Changes page of the associated POI. “Out of cycle”

revisions reflected in the working copy of the T&R Manual, must be

coordinated by the TA with the appropriate Formal School and validated by the

OccFld manager. These validated T&R events may be immediately integrated

into formal school instruction, but must be formalized by submitting a POI

page change package for approval. Page change documents may include any or

all of the following: CDD, T&R Task List, Location of Learning Objectives

Report, and applicable Concept Cards. The POI change package will be

submitted to MTESD Ops section via the following email address:

[email protected] for appropriate staffing.

(c) If revisions are immediately required following approval of

the POI (i.e., modification of the task list in the T&R Manual, or revisions

due to resource requirements are necessary), those revisions will be

identified to the appropriate CG via the MTESD TA listing the necessary

revision, justification for revision, and the impact on execution of the POI.

In addition, the Record of Changes page of the approved POI must contain all

the required information necessary to document the revision. Additionally, a

copy of the formal communication exchange between the Formal School and the

MTESD TA must be included in the local POI documentation.

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(d) When revising an existing POI, or for a new POI that does not

require a Proof of Concept CDD, the Formal School will identify the necessary

changes required to modify the POI and associated documents. In this case a

complete POI submission is not required – only those elements of the POI that

need to be changed. Once the POI is developed, it is forwarded to the

appropriate CG for approval. In the event there are resource shortfalls, the

school must detail actions planned or already underway to resolve those

deficiencies (e.g. MILCON requests, Tables of Organization and Equipment

Change Requests (TOECR), request for additional funding) and explain the

impact of not having these resources in place. These documents will be

submitted in accordance with TECOM staff procedures in order to facilitate

the TECOM staffing and approval process. If resources to support the POI are

not available, include comments concerning the priority of the POI in support

of the OPFOR and OccFld manager’s requirements.

(e) If a POI needs to be revised prior to the CCRB Battle Rhythm

(identified in Chapter 4) and there are resource or T&R implications, then

the POI should be submitted following a TECOM Directed CCRB. Full

justification for any recommended changes that accompanies the revised POI

shall also be included in the CO’s cover letter. The POI shall be

accompanied by the CCRB ROP as an enclosure when the POI is submitted for

approval.

(f) Reasons for revising a course include, but are not limited

to, validation of recommendations from formative/summative data presented at

CCRBs, publication of new training events, changes to requirements published

in a T&R Manual or Joint Instruction, new equipment, and revised tactics,

techniques, procedures or doctrine.

(g) Time-critical changes to T&R Manuals reflected in the working

copy of the T&R Manual and approved by OccFld manager, TA, and/or T&R

sponsor, may be immediately integrated into instruction, but must be

formalized by submitting an updated POI for approval.

b. American Council on Education (ACE). The ACE provides oversight for

educational institutions and in this role provides recommendations for

college credit to POIs developed by the Marine Corps. Proceduraly, once a

POI is approved, CG TECOM (C 466 MTESD) will conduct a cursory review for

those POIs that meet the criteria below in order to determine if it meets the

eligibility requirements. If the cursory review determines that the course

should receive vocational/collegiate credit, then CG TECOM (C 466 MTESD) will

coordinate, schedule, and oversee the ACE evaluation. All POIs that are

determined to receive an ACE review will be conducted virtually or on-site.

If an on-site review is recommended, CG TECOM (C 466 MTESD) will coordinate

logistical/review requirements with Formal Schools. During the review, ACE

will assess the POI, Master Lesson Files (MLF), and examinations in order to

determine appropriate vocational/collegiate credit recommendations. The ACE

Review is not a core mission of TECOM. Rather, it is an effort by the Marine

Corps and TECOM to keep faith with those Marines that aspire to reach

education goals in which the Marine Corps can assist in that process with

minimal impact to the overall mission.

(1) All POIs, to include Enlisted PME, must meet a minimum of

45 academic hours in order to qualify for an ACE review.

(2) Officer courses/PME are reviewed for rigor and scope to determine

whether or not the course of instruction provides equivalency for

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1-13 Enclosure (1)

vocational/collegiate credit above the baccalaureate level. Restricted

Officer courses/PME adhere to the process for Enlisted courses/PME. It is

possible for a POI to meet the minimum amount of hours, but not receive ACE

accreditation.

c. Courses that Move from One Geographic Location to Another. If a

course is required to change venues for whatever reason from one geographic

location to another, provided there is no other change to the content,

duration or personnel required to instruct the course, the gaining Formal

School must submit to MTESD Ops the Formal School specific CDD NLT 30

calendar days following execution of the move. However, if the change in

venue will necessitate substantial changes to the course, the gaining Formal

School will conduct a TECOM directed CCRB and follow the process identified

in this chapter and Chapter 4.

d. Proof of Concept CDD. At times, following CCRB recommendations or a

CO/OIC/DIR’s initiative, Formal Schools will recommend new instruction to

meet an existing learning gap or a critical learning requirement. Prior to

formal submission, schools are required to contact their respective TA and

conduct an informal collaboration of the Proof of Concept. The goal is to

prevent/mitigate unnecessary expenditure of resources due to manpower and

workload. The Proof of Concept CDD will identify critical resource

shortfalls and detail interim plans for execution of this instruction until

all resource requirements can be addressed.

(1) The Proof of Concept CDD will be submitted under the CO’s cover

letter identifying why the course is required, what deficiencies it will

correct, and why it will be conducted in a formal learning setting.

Documentation such as pertinent Marine Corps Center for Lessons Learned

(MCCLL) information or the CCRB ROP will be included as an enclosure. The

CO’s cover letter will also include an assessment of the school’s ability to

execute the instruction utilizing existing resources (e.g. instructors,

structure, facilities, equipment, funding). The Proof of Concept CDD will

identify critical resource shortfalls and detail interim plans for execution

of this instruction until all resource requirements can be addressed.

(2) A Proof of Concept CDD for a new course that replaces an existing

course will identify the replaced Course Identification (CID) code, title,

and the anticipated effective date of replacement.

(3) The Proof of Concept CDD will also outline OccFld Manager and

other Agency (e.g. Manpower and Reserve Affairs (M&RA), Marine Corps Systems

Command (MCSC)) staff actions to address resource shortfalls.

(4) POIs for Proof of Concept CDDs will be submitted to CG TECOM (C

466 MTESD) within 120 calendar days following approval by the CG.

(5) Proof of Concept CDDs will not be created nor submitted for a new

course that has been directed by TECOM or its MSCs, MCCDC or higher. Formal

Schools will conduct a learning analysis and develop a Proof of Concept CDD

for submission following notification that the events to be trained have been

entered into MCTIMS or, using existing events that had an initial training

setting of MOJT have been modified so that the initial training setting is

FORMAL. The POI for this new, directed course will be submitted within 120

calendar days of notification utilizing the Proof of Concept CDD Template in

MCTIMS CMD.

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e. Master Lesson File (MLF). An MLF is a compilation of living

documents that are kept in the school to provide everything needed to conduct

a lesson. The MLF serves as the central repository for all the instructional

and supporting materials for a given lesson. An MLF must exist for each

concept card in a POI. Course information contained in the MLF and the

training schedule must match the approved POI. For those lessons containing

Interactive Multimedia Instruction (IMI), a student outline and IPG for that

portion of the lesson must also be maintained in the MLF. EXEMPTION: MAWTS-1

Course Catalog meets the requirement for the MLF. Minimum requirements are

based off the MAWTS-1 POI.

(1) MLF development must be concurrent with POI revision to

facilitate the expectation. For new POIs that have undergone validation,

Formal Schools will be required to commence the approved POI within 120 days

of the signature date. If course materials cannot be updated to reflect the

approved POI prior to the next iteration, then page change documents will be

developed to provide to the students. MLFs should be reviewed annually by

designated Academic Faculty to ensure accuracy of the POI and assist in trend

analysis. In doing so, it is recommended that a review log be maintained for

record keeping and historical data. The contents of this log is at the

discretion of the Formal School CO/OIC/DIR.

(2) MLFs will contain at a minimum, the below material. In a lesson

purpose class, the first two items are omitted. CG TECOM requires that these

items be uploaded to the MCTIMS Training Resource Module for each lesson in

the POI.

(a) Learning Analysis Worksheets (LAW)

(b) Learning Objective Worksheets (LOW)

(c) Concept Cards

(d) Lesson Plan

(e) Student Outline

(f) Media (or a description of the media and location)

(g) Instructor Preparation Guide (IPG)

(h) Risk Assessment Worksheet (RAW)

(i) Supplemental Student Materials (if applicable)

f. Master Course Files (MCF). Schools must maintain MCF data, which can

be electronic or paper-based. MCFs should be maintained for at least three

years. By maintaining a MCF for each iteration of a course, all data

regarding a particular class can be easily assessed for reviews, inspections,

investigations, or CCRBs.

(1) The following documentation, at a minimum, shall be maintained:

(a) T&R Manual or other service ITEs (for joint schools)

(b) POI (incl Record of Changes and supporting documentation)

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1-15 Enclosure (1)

(c) Master Lesson File (MLF)

(d) Record of Proceedings (ROP)

(e) Training Schedule

(2) Per reference (c), as part of the Formal School Evaluation Plan

other formative and summative data relevant to course review will include:

test results (e.g. reports, statistics, item analysis), After Instruction

Reports, End of Course Critique, graduation rosters, Master Course Schedule,

CCRB materials, ROPs, POI Submission Letters, other documentation that

directs change to the course (e.g. from HHQ, Advocates, Program Offices).

g. Computer Based Training (CBT). This directive establishes the

requirement for all Formal Schools to conduct Marine Corps Instructional

Systems Design (MCISD)/Systems Approach To Training and Education (SATE) and

Risk Management (RM) indoctrination, or refresher training as required for

all Formal School personnel within 30 calendar days of assignment. However,

TECOM has identified that there are several service-level CBT products that

are unaccessable or non-operational via MarineNet. Until these products

become available, Formal Schools will access the MCTIMS Training Resource

Module and download associated lesson materials under CID M03KHXA. These

lesson materials are appropriate and meet the service-level requirement.

Formal schools will integrate MCISD/SATE and RM training into their Staff and

Faculty Development Plans.

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2-1 Enclosure (1)

CHAPTER 2

ACADEMIC FACULTY AND SUPPORT PERSONNEL

1. Introduction. This chapter identifies roles and responsibilities

associated to Formal School Academic Faculty and Support Personnel to assist

schools in the development of their Academic SOPs. This is not an all-

encompassing list, but does contain some of the most common positions

according to the task organization. In addition, MTESD assigns a TA to

manage each OccFld and serve as the SME on TECOM programs, policies, and

procedures; therefore, TA responsibilities are identified to provide

transparency in the billet description. This chapter can be used to assist

Formal Schools in conducting a “troop to task” analysis by providing

appropriate information for the assignment and designation of specified

duties.

2. Academic Faculty and Support Personnel. Each Formal School is uniquely

task organized to its mission. The standard structure and descriptions

generally encompass those identified in this chapter. In order to foster

continuous improvement, the professional development of staff and faculty

needs to be codified and articulated appropriately in a Staff and Faculty

Development Plan (SFDP). These individuals directly or indirectly contribute

to the primary mission of the school and are solely focused on the transfer

of learning to the students within their institution.

a. Academic Faculty. Consists of military personnel and civilians who

are directly involved in the design, development, instruction, assessment,

revision, and adaptation of the POI or curricula to ensure its standards,

quality, and relevance. Additionally, faculty members should be engaged in

the research, service, community of practice, and professional development in

their areas of competency.

(1) Civilian. Strategies for recruiting and retaining civilian

faculty are based largely on the particular needs of each educational

program. To meet these needs, TECOM employs civilian faculty members (GS,

Title 10) to fill positions within the organizational structure and

commensurate with references (l) and (m). TECOM also employs civilian

contract employees to serve as full-time faculty in specified areas within

the institution.

(2) Military. The military faculty includes both officer and

enlisted personnel of various ranks who are assigned to a designated Formal

School for approximately three years. In many cases, TECOM works closely

with HQMC and M&RA to ensure that highly qualified faculty members are

assigned to meet the mission requirements of its colleges, schools, and

academies. The Marine Corps classifies and assigns military personnel

worldwide as equitably as possible to ensure a high state of readiness and

the availability of highly qualified personnel to meet the requirements of

each of the Formal Schools. HQMC should be consulted for a complete list of

assignment criteria and requirements for military instructors.

(3) Adjunct. CO/OIC/DIRs may occasionally request adjunct faculty

members to augment the teaching faculty of resident courses of instruction.

Adjunct faculty members may consist of active duty military (officers or

enlisted) or qualified civilians with military experience (retired officers

or enlisted) who possess sound leadership practices and the operational

NAVMC 1553.2

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2-2 Enclosure (1)

experience and acumen to enhance resident, non-resident, or blended

approaches to training and education. Likewise, adjunct faculty may also

include civilian government employees and academic scholars who possess

appropriate degrees, qualifications, and competencies in the teaching

disciplines related to training and education. The decision on reimbursement

for these services will rest with the CO/OIC/DIRs. The utilization of

adjunct faculty can be found in the Formal School Academic SOP.

b. Support Personnel. Support Personnel are primarily responsible for

the general support of the Formal School (e.g. administration, supply,

logistics, operations). Although support personnel focus on the day-to-day

operations of the Formal School, they can also be requested to assist faculty

members as an adjunct member.

3. Formal School Roles and Responsibilities

a. Commanding Officer/Officer in Charge/Director (CO/OIC/DIR)

(1) Requirement. Ensure approved training and education requirements

meet the readiness needs of the OPFOR and supporting establishment and are in

line with designated policies and directives. Identify those personnel

required to attend the appropriate service-level course and ensure they have

met all prerequisites in accordance with the appropriate screening checklist

prior to performing their specific duties. It is recommended that the

CO/OIC/DIR attend the designated service-level formal school management

course.

(2) Responsibilities

(a) Shall be identified and assigned by the appropriate CG to

manage a Formal School or Training Detachment and execute the provisions of

appropriate policies and directives.

(b) Approve a plan that outlines a CCRB Battle Rhythm POA&M, to

include POI submission.

(c) Review, endorse, and forward the CCRB Battle Rhythm POA&M to

the appropriate HHQ for staffing and approval by the CG.

(d) Plan and conduct CCRBs for each course of instruction or sub-

course within a curriculum, at a minimum, once every three years.

(e) Provide qualified SMEs who can speak on behalf of the Formal

School CO/OIC/DIR to participate in the development of Marine Corps

individual and collective events during T&R Manual Working Groups.

(f) Plan and conduct POI revision within 120 calendar days of the

signed T&R Manual and prior to the deadline for submission of POIs for all

affected courses.

(g) MLFs shall be maintained for each lesson in the POI

containing the required components identified in Chapter 1.

(h) Ensure all Formal School personnel receive MCISD/SATE and RM

training within 30 calendar days of assignment. Integrate this training into

the Staff and Faculty Development Plan, as appropriate.

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2-3 Enclosure (1)

(i) Ensure RM is conducted for all lessons contained in the POI,

to include an RAW and Cease Training (CT) criteria and procedures, as part of

the MLF.

b. Academics Officer. Primary responsibility is for the execution of

the MCISD/SATE process and the provisions of appropriate directives within

the Formal School.

(1) Requirement. Each Formal School is required to have an Academics

Officer. This individual shall complete the designated service-level formal

school management course and curriculum development course.

(2) Responsibilities

(a) Shall be designated in writing by the CO/OIC/DIR and will be

assisted by the Formal School Adviser in execution of the provisions of

appropriate directives.

(b) Responsible for all Formal School POIs. This includes

assisting the appropriate personnel with the design, development, submission,

evaluation, and maintenance.

(c) Administer and guide POI development, evaluation, and

maintenance in accordance with MCISD/SATE, current policies, and MCTIMS.

(d) Ensure the regular observation of lessons in all courses

using the MLF as one means for gathering evaluation data.

(e) Administer and guide MLF development, evaluation, and

maintenance to ensure proper lesson quality, compliance with the MCISD/SATE

process, and adherence to Marine Corps doctrine.

(f) Administer and guide internal and external evaluation of the

POI in order to validate the effectiveness of the course, measure retention

of the materials taught, and gather data for revising the instructional

program.

(g) Function as the staff lead in the development, execution, and

enforcement of the Formal School Academic SOP. Academic SOPs will comply

with the requirements established in this directive for Staff and Faculty

Development and Formal School Evaluation.

(h) Responsible for planning, preparing, facilitating, and

consolidating CCRBs along with submission of POIs to higher headquarters.

(i) Manage and implement a Staff and Faculty Development Plan.

(j) Manage and implement a Formal School Evaluation Plan.

c. Formal School Advisor (FSA) (formerly Formal School Manager).

Primary responsibility is to ensure the CO/OIC/DIR, Academic Faculty, and

Support Personnel have a working knowledge of all academic references,

policies, and directives to include the unique requirements of administration

in a Formal School. FSAs can best serve the needs of the CO if they are a

Special Staff Officer to the CO/OIC/DIR. Traditionally, FSAs have been GS

civilians who can provide continuity in this critical staff function. The

FSA shall have direct access to the CO/OIC/DIR in order to advise on policy,

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2-4 Enclosure (1)

doctrine, Formal School administration, and any other pertinent issues within

the schoolhouse. This staff function can be a collateral duty for the XO,

Operations Officer, Academics Officer/DOA, Deputy Director, Academics SNCOIC,

Chief Instructor, etc., or in the case of larger Formal Schools, a separate

staff position.

(1) Requirement. Each Formal School is required to have a FSA. This

individual shall complete the designated service-level formal school

management course and curriculum development course.

(2) Responsibilities

(a) Shall be designated in writing by the CO/OIC/DIR and will

assist in the understanding and execution of the provisions of appropriate

directives.

(b) The FSA should maintain a desktop turnover binder to include,

at a minimum, the FSA designation letter, the most current versions of

academic references, policies, and directives including previous versions

(for historical purposes), a copy of the most current Functional Area

Checklist (FAC) 400 checklist, the results of the last two internal FAC 400

inspections conducted by the FSA, and the inspection results for the last two

formal CGIPs.

d. Course Chief. CO/OIC/DIRs will assign in writing the most qualified

personnel as Course Chiefs. Course Chiefs will be active duty Marines drawn

from the assigned faculty and are responsible for the maintenance of course

documents and the conduct of a specific course. If the school Task

Organization (T/O) does not permit an active duty Marine to fill this billet,

then the CO/OIC/DIR can make the determination as to who is the most

qualified.

(1) Requirement. Complete the designated service-level instructor

course(s) and curriculum development course.

(2) Responsibilities

(a) Primary oversight for respective POIs and is expected to

perform and supervise curriculum development duties.

(b) Maintain cognizance over the T&R revision and CCRB Battle

Rhythm timelines and be prepared to provide recommendations that directly

impact respective POIs.

(c) Participate in CCRBs for assigned POI(s) and conduct site

visits, as required.

(d) Coordinate all aspects of each course iteration, to include

class scheduling, instructor scheduling, After Course Reports (e.g. AIR,

ECC), and all course associated requirements.

(e) Review all previous comments on AIRs and ECCs, provide data

point requests to graduate surveys, as well as site visits in order to

determine immediate marginal changes necessary and broad changes for

consideration at CCRBs.

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(f) Perform platform instruction albeit with a reduced course-

load, so duties can continue to be fulfilled as Course Chief.

(g) Course Chiefs will maintain the following records in Course

History Folders for their assigned course (unless otherwise specified,

records should be maintained for the time period dating back to the last

CCRB):

1. Three-year plan outlining CCRBs, POI submission, and MLF

completion.

2. ROPs from at least the last two CCRBs conducted.

3. Observation, Environment, and Safety Checklists will be

updated by the Course Chief for each MLF annually.

4. Instructor Certification Roster showing which instructors

are certified to instruct which lessons. This roster must be routinely

updated based on instructor flow.

5. Maintain the After Instruction Report summarizing each

course iteration.

6. Post-Graduate Surveys conducted via email, phone

conversation, electronically via online survey tools, or in person. Surveys

should be maintained until rendered obsolete by the next CCRB for the

affected course.

7. Ensure the Course Structure contains at a minimum:

Lesson Designators, Lesson Titles, Methods and Academic hours - each from the

pertinent Concept Card.

e. Curriculum Developer/Administrator. Curriculum developers must

be adept at rapidly adapting to emerging learning technologies that, coupled

with modern instructional design strategies, will improve overall

effectiveness of the learning environment.

(1) Requirement. Categorized as a Marine, civil servant, other

service member, or civilian contractor who conducts the Analyze, Design,

Develop, Implement and Evaluate (ADDIE) phases of the MCISD/SATE process for

each POI within the Formal School. Regardless of previous assignment,

training or education, all personnel in designated curriculum development

billets (e.g. TECOM TAs, Course Chiefs, Academics Officers, military and

civilian curriculum developers, Action Officers) will attend the service-

level course for curriculum development within 120 calendar days of

assignment. Staff and faculty that assist with curriculum development and

management of POIs and MLFs may attend this course provided the Academic SOP

clearly articulates this requirement in their billet description.

(2) Responsibilities

(a) Each POI will be designated at least one curriculum

developer/administrator, except in cases where a CGIP FAC 400 Formal School

inspection has determined the need for additional curriculum

developers/administrators for a course to be mission capable.

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(b) Responsible for the design, development, and maintenance of

MLFs for each POI.

(c) Review POIs for accurate information and ensure the correct

POI is being used for the conduct of classes.

(d) Incorporate any changes (if applicable) identified by the

instructors during conduct of the POI.

(e) Participate in the CCRB for each respective POI.

(f) Ensure the correct MLF is uploaded into MCTIMS TRM.

f. Instructor. Categorized as individuals assigned to a teaching billet

or faculty position that facilitate learning as their primary duty. An

instructor can be a Marine, civil servant, or other service member who

teaches a designated course approved by the appropriate general/flag officer

in the chain of command. Augmented personnel support used as training aids

(e.g. role players, demonstrator cadre) for instruction are not categorized

to be an instructor.

(1) Requirement. Completion of the designated service-level

instructor course(s) or other service instructor course within 120 days of

assignment. Per responsibilities established in this policy for the Course

Chief, instructors will specifically support MLF development and management.

(2) Responsibilities

(a) Assist the academic faculty and support personnel in any

additional duties required in order to meet mission accomplishment.

(b) Ensure that the learning environment is safe and conducive to

promoting the transfer of learning.

(c) Support the student evaluation process and submit

recommendations for POI changes for upcoming CCRBs/CRBs.

(d) Recommend revisions to instructional materials, as

appropriate.

(e) Review or produce the AIR to describe unusual or mitigating

circumstances affecting the conduct of the event and summarize trends in the

IRFs.

(f) Review all course materials to include the RAW for each

training event and ensure all personnel are briefed on the risk factors,

safety controls, cease training criteria, and cease training procedures.

(g) Conduct time-critical ORAs as required and report findings to

school administrators via the After Instruction Report (AIR).

(h) Cease training when the risk to personnel or equipment

exceeds the pre-determined acceptable level.

(i) Complete the proper mishap report in the event of a mishap.

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g. Faculty Advisor (FACAD). Similar to the roles and responsibilities

of an instructor, FACAD is a term that is used most commonly to describe the

role of an individual assigned to a teaching billet or faculty position that

facilitates learning within the organization. A FACAD can be a Marine, civil

servant, or other service member who teaches a designated course approved by

the appropriate general/flag officer in the chain of command. This

individual uses adult learning methodologies, typically in a small group

setting, to advance student learning and to provide one-on-one interaction

with students (e.g. mentoring, coaching, counseling). For specific guidance

on how EDCOM utilizes Faculty Advisors, refer to the MCU Academic Regulations

and the MCU Faculty Handbook. Amplifying information on Title 10 statutes

can be found in references (l) and (m).

(1) Resources. Academic SOPs, the MCU Academic Regulations, and the

MCU Faculty Handbook provide detailed examples for Faculty Advisors assigned

to Formal Schools.

(2) Responsibilities. The responsibilities listed below are not all

inclusive and may contain, but are not limited to, the following examples:

(a) Shape learning outcomes, learning objectives, and specific

curriculum content within educational objectives, instructional strategies,

and teaching methods appropriate to achieving the program and student

learning outcomes.

(b) Involvement in the research, service, and professional

development in areas of competency to support training and education

programs.

(c) Participate in various committees, CCRBs, Curriculum Review

Boards (CRB), and working groups that deal with academic matters and academic

policy issues, thereby creating an atmosphere of shared governance.

(d) Provide input into the decision-making and policy-making

aspects of the training and education continuum.

(e) Focus on developing and delivering curricula, lecturing,

instructing, facilitating discussions, seminars, as well as conducting

scholarly research and publishing.

(f) Engage in reviewing works of others and other academic

activities.

(g) Meet regularly with students to guide them in both

professional and academic endeavors.

(h) Advise students in various capacities on their academic

progress, projects, graduate theses, and professional development.

(i) Collaborate and share professional and academic experiences

to enhance student learning.

(j) Arrange conferences and guest speakers, planning staff rides,

and updating the learning management system.

(k) Develop and deliver curricula that will enhance students’

ability to achieve these particular abilities and other relevant outcomes.

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(l) Write measurable learning objectives and student learning

outcomes, assess students’ achievement of those objectives/outcomes, and seek

continual improvement of their curricula based on the assessment of student

learning.

(m) Comply with the policies and procedures related to these

processes and the policies of applicable accrediting bodies, such as for MCU

the Southern Association of Colleges and Schools Commission on Colleges

(SACSCOC) and the Process for Accreditation of Joint Education (PAJE).

(n) Attend periodic faculty meetings and participate in academic

processions, graduation, and professional development opportunities and

events.

4. TECOM Task Analyst Roles and Responsibilities. As a member of the TECOM

staff, the Task Analyst serves as the duty expert on TECOM programs,

policies, and procedures relative to Marine Corps training and education.

a. Requirement. Each POI is assigned to a Task Analyst. This

individual shall complete the designated service-level formal school

management course and curriculum development course.

b. Responsibilities

(1) Monitor, review, and evaluate POIs, especially SDDs and CDDs, for

effectiveness, accuracy, and compliance with directives.

(2) Monitor and provide guidance/assistance for the development and

implementation of instructional programs in the training and education

institutions.

(3) Establish and maintain a community of practice with appropriate

agencies both internal and external to the Marine Corps in an effort to

improve the quality of training and education for assigned OccFld, MOS, and

Formal Schools.

(4) Develop and execute a broad range of analysis projects and

studies required to ensure the formulation and implementation of optimally

effective training and education programs.

(5) Function as the “chair” for T&R Working Groups and act as the

“structural engineer” of the T&R Manual to ensure community T&R

events/outcomes are maintained and reviewed at appropriate intervals and meet

the identified needs of the OPFOR.

(6) Participate in Mission Essential Task List (METL) Working Groups,

as required.

(7) Participate in CCRBs at the Formal Schools for which they have

cognizance.

(8) Assist in the conduct of the Front End Analysis (FEA) process by

conducting initial study preparation in order to scope objectives and define

goals.

(9) Study technical material and make field visits to ensure the

scope and content of a course is adequate.

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CHAPTER 3

STAFF AND FACULTY DEVELOPMENT

1. Introduction. The Academic Faculty and Support Personnel are the center

of gravity of any educational institution and as such, the development of

these individuals should be paramount and prioritized by the leadership.

Therefore, each Formal School needs to be committed to providing it’s

academic faculty and support personnel with high quality professional

development experiences, made possible through learning opportunities created

by the Formal School leadership. The training and education of the Formal

School Staff and Faculty begins, typically, with formalized instruction, but

does not end there. It is incumbent upon the schools to continue the

development of their Staff and Faculty in order to build upon the foundations

they gained at their initial entry learning stage. This chapter identifies

the service-level requirements that will be codified as part of the Formal

School Academic SOP. For specific guidance on how EDCOM conducts Faculty

Development, refer to "Chapter Six: Faculty Development" of the MCU Academic

Regulations. For specific guidance on how MAWTS-1 conducts Faculty

Development, refer to “MAWTS-1 Academic Standards, Processes and Procedures”.

a. The individual faculty member, the Formal School, the Higher

Headquarters, and the Marine Corps all share in the responsibility of

creating and supporting the lifelong learner. It is the responsibility of

the CO/OIC/DIR to ensure that all personnel are well-prepared to execute

their duties and responsibilities. The continued development of faculty,

both in their professional discipline and in educational theory best

practices, is in the best interest of the faculty member and the institution.

b. The ultimate mission of the SFDP is to enhance and continue the

development of Academic Faculty as an indispensable part of the adult

education experience. Embracing learning and investing in the human capital

of our personnel by furthering their development will move the Marine Corps

towards higher levels of expertise and respect, and ensure competent service

to fellow Marines, both junior and senior.

2. Requirements. Each training and education institution will establish and

implement a policy for staff and faculty professional development. This plan

is general in nature, so as to provide flexibility and tailorability among

the formal schools to meet their needs. Each Formal School will have an

ongoing program to identify gaps in staff and faculty knowledge or emerging

trends in training and education and adjust their SFDP accordingly. Upon

assuming command, CO/OIC/DIRs must conduct a detailed assessment of the

Academic SOP and revise or tailor the program accordingly. Because it must

be designed and personalized to the strengths and weaknesseses of the

individual school/command, the construct of the program will vary from school

to school. Formal Schools may add more to this plan, be more specific in

certain areas, or add emphasis where needed. However, at a minimum, the SFDP

shall address each of the areas listed below.

a. Required formal training

(1) Personnel assigned to selected Formal School billets will

complete service-level training and education requirements dictated by this

policy within 120 days of assignment to that billet. At a minimum, personnel

will attend the course pertaining to their billet, for example a Curriculum

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3-2 Enclosure (1)

Developer would attend Curriculum Developers Course (CDC), however, at the

discretion of leadership within the Formal School, they may attend additional

formal courses based upon the needs and interests of the school.

(2) All Formal School personnel must be trained on MCISD/SATE and RM

as part of the SFDP or via DL (if available) within 30 calendar days of

assignment.

b. New instructor orientation and certification

(1) Orientation sessions. This could include administrative,

logistical, and welcome aboard considerations, as well as orientation

seminars, training courses, and teaching practicums centered on techniques,

policies, procedures, and the educational philosophy for that school.

The orientation instruction should also include and provide command emphasis

on standards of conduct of instructors and reinforcement of policies

regarding hazing and Sexual Assault Prevention and Response (SAPR).

(2) Marine Corps Leadership Development. Lejeune Leadership

Institute (LLI) – a department of MCU - developed and tested a leadership

iniative to replace the 2006 Marine Corps Mentoring program. Future policy

will provide the requirement for commanders to issue unit orders and

incorporate six areas of leadership development (Fidelity, Fighter, Fitness,

Family, Finances and Future) into their unit’s training plan and battle

rhythm. Additional information can be found at

https://www.mcu.usmc.mil/sites/leadership/SitePages/main.aspx.

(3) Certification. This will vary amongst the Formal Schools, but

should include the periods below. The outcome of this phase is to have

certified instructors through a validated professional development program.

(a) Introductory period. During this period, the focus of new

instructors is on gaining knowledge of the processes within the Formal

School, observing classes, and even assisting in the preparation and delivery

of courses, prior to taking a lead role.

(b) Assisted Period. During this period, the new instructors are

led by experienced instructors and coached in ways to improve their method

and technique. The focus is on preparing the new instructor to take more of

a role of leadership in instruction. During this period, new instructors

should undergo a process of peer and staff review of their performance. This

will provide feedback that will allow the new instructor the opportunity to

reflect and make changes where necessary before becoming validated as a

certified instructor.

(c) Validation Period. During this period, each Formal School

shall have a validation period in which they certify their instructors. This

can be a combination of reviews, performances, and a culminating event, but

is flexible to the needs and abilities of the Formal School. Schools may

leverage personnel from the Marine Corps Train the Trainer (T3) School in

addition to MCU Faculty Advisors, as necessary, for assist visits.

c. Continuing Professional Development. Formalized training and

education requirements provide the skills necessary for a faculty member to

fulfill a position. Continuing professional development is of the utmost

urgency to the school in order to improve methods and practices; sustain

requirements; and find efficiencies that will ultimately drive to mission

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3-3 Enclosure (1)

success of the school. The adoption of the Marine Corps Instructor Mastery

Model (IMM) utilized in the development of the Train the Trainer (T3) T&R

Manual has laid a foundation for the professional development of a staff and

faculty member. The Key Performance Areas (KPA) that are identified in the

IMM are the ten areas that the continuing professional development centers

around. Each SFDP should be adaptable to the school and address the KPAs

identified in the IMM in order to successfully develop Academic Faculty and

Support Personnel. Additional information can be found in reference (c),

Chapter 3 (Adult Learning) and Appendix D (Online Resources).

(1) Instructional Technique. Knowing and applying a variety of

methods and strategies to secure student attention, enhance student

participation, facilitate learning, and the ability to select and adapt

approaches based on learning goals and the student population.

(2) Setting the example. The mental, physical, and character traits

of an individual who embodies USMC values and ethos, demonstrates

professionalism and command presence, garners respect and trust, and displays

passion and commitment to the job.

(3) Communication and delivery. Clear, concise, dynamic and

interactive exchanging of information to transfer knowledge and promote

understanding using a combination of verbal, nonverbal, and other

communication approaches.

(4) Self-improvement. The motivation to continually increase domain

knowledge and enhance instructor skills by actively seeking and engaging in a

variety of knowledge and skill acquisition activities.

(5) Developing subordinates and peers. Establish relationships with

students and peers to mentor, coach, advise, and guide their development.

(6) Planning and Preparation. Review, generate, and adapt teaching

materials to rehearse instructional delivery and proactively plan the

administration and logistics of a course based on learning objectives, the

role of the course within the institution’s progression of instruction, and

anticipated student characteristics and questions.

(7) Learning environment. Establish and maintain the conditions for

a respectful, engaging, and motivating atmosphere that encourages active

collaboration by managing time, physical space, and student behavior.

(8) Assessing effectiveness. Know and apply formal and informal

assessment techniques to gauge the effectiveness of the instruction,

accurately verify student knowledge, and provide performance feedback to

students.

(9) Subject matter expertise. Maintain technical and tactical

proficiency in course content and associated principles to be regarded as a

credible source of information and apply that knowledge and experience to

facilitate learning.

(10) Community of practice. Actively contribute to enhancing the

collective body of instructional expertise, examine organizational practices

and processes to achieve desired learning outcomes or objectives, and

socialize recommendations for improving institutional and service-wide

methods to meet USMC standards. For civilian staff and faculty, this should

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3-4 Enclosure (1)

include participation in the Community of Interest (COI) sponsored by TECOM

for those individuals assigned to 1700 billets. Also, where possible, attend

professional conferences, seminars, and symposia. CO/OIC/DIRs should

consider professional development when prioritizing TAD funds for the year.

NOTE: These must be authorized and in compliance with reference (n).

3. Faculty Records. All Formal Schools must maintain records for each

faculty member (civilian and military; instructors, curriculum developers,

FSAs, and other staff designated for providing formal instruction)

documenting completion of required courses and other associated requirements.

For specific guidance on how EDCOM maintains faculty records, refer to the

MCU Academic Regulations and Faculty Handbook. For specific guidance on how

MAWTS-1 maintains faculty records, refer to “MAWTS-1 Academic Standards,

Processes and Procedures”. For all other Formal Schools, faculty records

will contain at a minimum:

a. Computer Based Training (CBT). As noted in Chapter 1, all Formal

School personnel are required to complete MCISD/SATE and RM training within

30 calendar days of assignment. Faculty records must identify that this

training has been conducted for each faculty member (e.g. certificate,

memorandum).

b. Course completion certificates. This should include formal and

informal training to include external workshops or professional development

that personnel may have attended.

c. Designation letters. (e.g. FSA, Academics Officer, Course Chief,

Chief Instructor, Instructor).

d. Semiannual Instructor Evaluations. Instructors and Faculty Advisors

will be evaluated every six months using a local Formal School Instructor

Evaluation Checklist (IEC). When evaluating faculty, it is recommended that

considerations are made to assess specified designations, counseling session

documentation, attendance rosters for faculty development training, platform

hours, and contact hours.

e. Instructional Rating Forms (IRFs). Instructors will be evaluated

using a local adaptation of the IRF, which will be maintained by the

respective Course Chief. It is recommended that when developing the IRF,

considerations should be made for both student learning and instructor

delivery. For pilot courses or validation courses, Formal Schools may find

it beneficial to issue IRFs to a larger cross-section of the TPD.

f. Hazing/SAPR. Annual sustainment of hazing and SAPR will be annotated

in every staff and faculty training record.

g. Background check. In accordance with reference (o), persons selected

for duties in connection with formal programs involving the education and

training of military or civilian personnel must have a favorably adjudicated

National Agency Check with Local Agency Check and Credit Checks (NACLC) or

Access National Agency Check with Written Inquiries (ANACI) prior to

assignment. This requirement applies to those assigned to formal programs

and does not include those incidentally involved in education and training.

It also does not apply to teachers or administrators associated with

university extension courses conducted on DON installations in the U.S..

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3-5 Enclosure (1)

h. High Risk Training Instructor. Certified individuals must provide

the appropriate documentation to include in the faculty record. Amplifying

information can be found in Appendix D.

4. Recognition. The work of personnel within a formal school often goes

unnoticed. They spend countless hours outside of academic and administrative

time with students, mentoring, coaching, and counseling them to be better.

Within each SFDP, there should be a portion of the program dedicated to

recognition of outstanding efforts in staff and faculty duties. It is up to

the schools to define the requirements for recognition, but should give

consideration to personnel’s performance on the job, passion for transferring

knowledge, and efforts by the individual to further develop in their

position. As they occur, these recognition efforts will be raised to HHQ for

consideration of command and service-level awards. These will be routed

respectively via Training Command or Education Command, then recognition will

be given at the Training and Education Command level.

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CHAPTER 4

EVALUATION

1. Introduction. Evaluation requirements vary from school to school based

on the school's mission and desired endstate. For specific guidance on how

EDCOM conducts the evaluation process, refer to "Chapter Three: Curriculum

Review Process" of the MCU Academic Regulations. For specific guidance on

how MAWTS-1 conducts the evaluation process, refer to “MAWTS-1 Academic

Standards, Processes and Procedures”.

2. Commanding General’s Inspection Program (CGIP). Formal Schools will be

inspected by the TECOM CGIP every two years in accordance with reference (p)

and the FAC 400 checklist. Formal Schools will ensure Academic SOPs support

policy to meet the requirements of the FAC 400 checklist. Current FAC

checklists are updated regularly and are available through the IGMC Marine

Corps website at:

http://www.hqmc.marines.mil/igmc/Resources/FunctionalAreaChecklists.aspx.

3. Formal School Evaluation Plan (FSEP)

a. Intent. The intent of evaluation in any Formal School is to

determine the effectiveness of a course. CO/OIC/DIRs are required to conduct

course evaluations on an ongoing basis as part of the school’s overall FSEP.

The FSEP is based on a three-year cycle and coincides with the CCRB Battle

Rhythm codified later in this Chapter.

b. Purpose. The purpose of evaluation is to identify potential

improvements to courses by:

(1) Validating and assessing course content and course material.

(2) Assessing student performance.

(3) Evaluating instructor performance.

(4) Assessing the learning environment.

4. Continuous Evaluation. Evaluation occurs in all phases of ADDIE and is

conducted in accordance with reference (c). Formal Schools shall have an

established external evaluation plan to gauge course effectiveness. Formal

Schools conduct evaluations on an ongoing basis by collecting data from:

a. Students (Learning outcome assessments, Student course surveys,

Instructional Rating Forms, End of Course Critiques).

b. Graduates (Post Graduate Surveys).

c. Supervisors, of recent graduates (Post Graduate Supervisor Surveys).

d. Marine Corps Center for Lessons Learned (MCCLL) – consistently

monitored by designated staff.

e. Course Instructors (After Instruction Report).

f. Staff and faculty (Faculty course surveys, IRFs, other data inputs).

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4-2 Enclosure (1)

g. Operating Force (Field Surveys).

h. Safety Investigation Reports, HAZREPS, mishap lessons learned

available through CMC (SD).

5. POI Evaluation Cycle. Figure 4-1 is a graphic representation of what is

taking place during the POI Evaluation Cycle. The focus and first priority

of the CCRB should be to address agenda items derived from analysis of

formative and summative data (e.g., IRFs, AIRs, ECCs, and Field Surveys of

students in the OPFOR). This is the bedrock of the Formal School evaluation

process. The CCRB presents and votes on agenda items derived from analysis

of data to make course adjustments.

Figure 4-1.--POI Evaluation Cycle

6. Course Content Review Board. To collect, review and validate course

content using data inputs from formative and summative evaluation data. The

CCRB begins and ends the evaluation process for a given course. CG TECOM

requires formative and summative data to be maintained until the conclusion

of the next TECOM Directed CCRB, which is every three years according to the

CCRB Battle Rhythm.

a. CCRB Battle Rhythm. The Formal School, in concert with the assigned

TA, will formulate a plan that outlines a POA&M for all CCRBs to include POI

submission. Every three years, this POA&M will need to be validated and, if

necessary, resubmitted to the appropriate CG for approval. The submission

process is as follows:

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4-3 Enclosure (1)

(1) The Formal School will conduct a review of all CCRBs and

associate timelines to them.

(2) The CCRB timelines will be codified into a POA&M that provides

the month and year that a specific CCRB will take place.

(3) CO/OIC/DIR will review, endorse, and forward the POA&M to the

appropriate HHQ for staffing and approval by the CG.

(4) Once approved by the CG, MTESD Ops will use the approved POA&M to

inform tracking processes within the respective headquarters.

b. Figure 4-2 is a graphic representation of what is taking place during

the three year CCRB Battle Rhythm.

Figure 4-2.--CCRB Battle Rhythm (3 Year Cycle)

c. Figure 4-3 provides a generic example of the implementation of the

CCRB and illustrates how a Formal School can align their battle rhythm

anywhere in the T&R cycle. Upon approval of a T&R, if a school chooses to

conduct a post T&R review to discuss and codify recommended changes, then it

has the ability to do so - but that is not the function of a CCRB. For POI

revision, Chapter 1, para 4.a.(5) explains the process for submitting POI

change documents to MTESD OPS.

Figure 4-3.--CCRB Battle Rhythm (Generic Example)

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4-4 Enclosure (1)

d. TECOM Directed. CCRBs are planned and conducted for each course of

instruction or sub-course within a curriculum, at a minimum, once every three

years. They are based on a POA&M approved by the Formal School’s respective

POI approval authority and focused on agenda items derived from formative and

summative data. T&R event composition shall not be identified as an agenda

item. The POI change package will be submitted to MTESD Ops section via the

following email address: [email protected] for appropriate staffing.

Refer to Appendix C for refined guidance on review of CCRB preparation. A

CCRB will accomplish, at a minimum, the following:

(1) Review HHQ policy for changes or direction which affects the POI.

(2) Review empirical data to assign as agenda items from evaluation

data (formative, summative).

(3) Validate applicable T&R Task List/Learning outcomes.

(4) Review POI (e.g. CDD, Concept Cards, Student Performance

Evaluations) for recommended lesson or course additions/deletions/

modifications to instructional materials.

(5) Review test items.

e. Command Directed. Occurs when a T&R has been in use for some time

and has been validated by POI execution. During this CCRB, a T&R change can

be recommended via the out-of-cycle formal change process. It is similar to

a TECOM directed CCRB, except the scope is limited to changes that are not

T&R or resource related. Nothing in this directive precludes a Formal School

from conducting any number of Command Directed course reviews during the

three year CCRB Battle Rhythm.

f. Record Of Proceedings (ROP). The results of the CCRB are captured in

the ROP and are used to aid revisions of POIs. CCRB ROPs are an inspectable

item during CGIPs.

(1) The ROP is the only document that validates that a CCRB took

place and will accompany the submission of the POI as support and

justification of the contents. The CCRB ROP will include course revision

data listed by lesson designator, lesson title, and lesson time expressed in

hours. The previous and current lesson designators and hours are listed

(when applicable) and rationale is provided for each change to these items.

It should also identify any required resource revisions in CDD items 21, 22,

and 23.

(2) MCU Directors will ensure the ROP is documented and forwarded

annually with the Director’s Report to the Director, Institutional Research,

Assessment, and Planning (IRAP). In this case, the record shall include the

educational program director’s decisions and recommendations relevant to

modifying the curricula identifying any substantive changes that may be

needed in accordance with policies from external accrediting bodies and based

on analyses of the data related to student achievement of the approved

learning outcomes conducted by the faculty and administrators. More

information on MCU processes can be found in the MCU Academic Regulations.

g. Members. Reference (c) provides a recommendation for composition of

the CCRB. While the CCRB, in conjunction with a well-executed FSEP, garners

extensive OPFOR/supporting establishment feedback on POI inputs and outputs,

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Formal Schools should invite SMEs from the following organizations to

participate, as available, in CCRBs:

(1) Operating Force (Must attend as the Operating Force is the target

audience for the CCRB).

(2) OccFld Manager.

(3) TECOM TA (to the maximum extent possible).

(a) TAs should attend at least one CCRB at each of their Formal

Schools/Dets annually, resources permitting.

(b) The school and the TA should collaborate to decide whether

the TA will be a voting or non-voting member in the CCRB.

(c) Will advise the CCRB Chair on matters pertaining to CCRB

conduct.

h. Funding. It is the CO/OIC/DIR’s responsibility to fund the cost of

travelers. If the Formal School has a requirement for additional funding for

CCRBs, it should be requested through the normal process identified in

Chapter 5.

i. Joint CCRBs. If a specific TECOM MSC owns mirror-imaged POIs where

all of the mirror-imaged schools belong to the same MSC (e.g. Sniper school)

or for courses taught at multiple locations that include multiple MSCs (e.g.

Marksmanship, MCCWS, MCMAP), the mirrored schools will submit the POIs

simultaneously and therefore require a Joint CCRB. In these cases,

representatives from all Formal Schools or training venues that teach the

respective course(s) will be convened to ensure curriculum content remains

consistent between course locations.

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5-1 Enclosure (1)

CHAPTER 5

PLANNING, PROGRAMMING, BUDGETING, AND EXECUTION (PPBE) PROCESS

1. Introduction. The following information is provided to enable Formal

Schools to better participate in the PPBE process within TECOM. While POIs

are developed, submitted, and approved continuously throughout the year,

funding is only allocated through specific programming and budgeting

initiatives tied to specific dates within the calendar year. Although a

CO/OIC/DIR may request resources at any time throughout the year, a basic

understanding of the PPBE process will better enable the acquisition of

necessary resources to adequately support both existing and future POIs. The

Formal School financial plan incorporates the PPBE into its process. The

input to the Financial Plan data call will be inclusive of not only the

previously established baseline, but also all requests and data call inputs

that will affect the next fiscal year.

2. School Descriptive Data (SDD). A significant upgrade to the Curriculum

Management Development Module (CMD) has been conducted in MCTIMS to better

support the PPBE process. This upgrade will give the Formal School staff and

the higher headquarters staff, better visibility and thus better management

of overall resource requirements for specific POIs and Formal School

overhead. The SDD will capture a roll up of POI resource requirements and

Non-POI resource requirements for the Formal School. In order for the higher

headquarters resource management functionality to be properly developed and

validated, all Formal Schools must populate the required information in the

CDD(s) and SDD. This manual requires that all Formal Schools and Training

Detachments immediately begin to populate the required information in MCTIMS

CMD. All Training Detachments will be required to submit the SDD to capture

detachment overhead costs.

3. Planning Phase. The Formal School financial plan incorporates PPBE. The

input to the Financial Plan data call will be inclusive of not only the

previously established baseline, but also all requests and data call inputs

that will affect the next fiscal year. Much of the data provided to inform

the Formal School financial plan will come from the School Descriptive Data

(SDD) identified in MCTIMS CMD module. Figure 5-1 identifies the Data

Submission Timeline for TECOM.

Figure 5-1.--Data Submission Timeline

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5-2 Enclosure (1)

4. Programming Phase

a. TECOM staff and subordinate commands will use the following

procedures for submitting budgets and engaging the POM process.

(1) Programming activities are conducted annually with the

development of the service POM. The total program is evaluated and there are

opportunities to compete for additional funding to pursue new programs or

activities.

(2) Programming data calls will normally be issued during the end of

the 1st Quarter/beginning of the 2nd quarter by the TECOM G-8. CO/OIC/DIRs

and activity heads will develop and identify initiatives detailing additional

funding required to execute their mission.

(3) TECOM G-8 will issue guidance and provide the formats for

completing the programming data calls. Data elements will be similar to

those required for budget development.

(4) The data will be by category as follows:

(a) Civilian labor.

(b) Staff TAD.

(c) Administrative supplies (including fuel).

(d) Printing/Reproduction.

(e) Annual contracts (copier, etc).

(f) Replenishment/replacement of parts and materials.

(g) Equipment, not including course-specific training equipment.

(h) Budget (current year +1) fiscal year deficiencies.

b. All Formal Schools must understand that the programming (POM/PR)

process is the primary vehicle/method for obtaining significant additional

permanent funding resources.

5. Budgeting Phase

a. Annual Financial Plan. The annual Financial Plan is the vehicle for

all of TECOM to identify phasing plans (allocation and obligation) and

currently known mission related funding deficiencies for the budget year.

Annual Financial Plans are submitted to TECOM Comptroller as follows:

(1) TECOM headquarters divisions, branches, and activities forward

financial plans directly to TECOM Comptroller.

(2) TECOM Major Subordinate Commands (MSCs) will submit their

financial plan information directly to the TECOM Comptroller (to include

subordinate unit requirements).

(3) TRNGCMD Formal Schools and TRNG DETS will submit their financial

plan information directly to the CG TRNGCMD G-7.

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5-3 Enclosure (1)

(4) EDCOM Formal Schools will submit their financial plan information

directly to the CG EDCOM G-7.

b. Funding Deficiencies. Unfunded deficiencies will be submitted to

TECOM Comptroller as follows:

(1) During the annual Financial Plan data call, identified

deficiencies will reflect collective deficiencies on previously approved POIs

that cannot be funded internally by the Formal School. To this end, all

Formal Schools will review all CDDs when preparing their annual submissions.

(2) Via an Unfunded Deficiency Request (UDR) as needed during the

fiscal year, when additional/emerging requirements are identified to support

an approved Proof of Concept CDD or POI.

(3) During the TECOM annual Mid-Year Review (MYR) process for all

funding deficiencies that cannot be funded internally.

(4) Other deficiencies

(a) Manpower. T/O deficiencies will be addressed by submitting a

TOECR through the Total Force Structure Management System (TFSMS). All

TOECRs will be submitted to CG TECOM via TECOM MTESD OPS and the G-1 for

TECOM MSCs, via EDCOM for EDCOM Formal Schools, and via TRNGCMD for TRNGCMD

Formal Schools and Training Detachments.

(b) Logistics Support. For Formal Schools located at MCB’s Camp

Lejeune and Camp Pendleton, logistic support will be per the respective

Memorandums of Agreement (MOA) between TECOM and each base. Requests for

Table of Equipment will be submitted as appropriate to CG in the chain of

command via TECOM MTESD OPS and TECOM G-4.

(c) Facilities. Facility matters are the responsibility of the

host installation. Unresolved or urgent issues, however, will be coordinated

with the respective G-4. The G-4 will assist in ensuring facilities

requirements are coordinated with Marine Corps base facility offices.

(d) Ammunition. Recommended changes to ammunition resource

requirements will reflect approved POIs and will be submitted to CG TECOM via

TECOM G-4.

6. Execution Phase

a. Once funding is provided through an Appropriation Act, funds are

apportioned (i.e., annual amount is broken into quarterly amounts) by the

Office of Management and Budget (OMB) and sent to the Office of the Secretary

of Defense (OSD). OSD will pass Marine Corps funds via the DON. Once funds

are received, authority is loaded into SABRS and distributed. Once commands

receive funds, they commit, obligate, expense, and liquidate funding based on

each source document created and processed to obtain required goods and

services.

b. Additional Support

(1) CDET will manage and maintain a service level learning management

system (e.g. MarineNet) to support DL requirements for entry-level, MOS, and

by-grade professional development based on approved T&R events and/or

NAVMC 1553.2

21 Sep 2015

5-4 Enclosure (1)

learning outcomes. These materials will be based on T&R events/learning

outcomes developed for a specific MOS or PME course.

(2) CO/OIC/DIRs that require Combat Camera equipment support must

coordinate and submit written request for support and resources from local

Combat Camera personnel.

(a) When requirements cannot be filled by the local Combat Camera

unit, that Combat Camera unit will request assistance from CG TECOM (C 466

MTESD).

(b) For Formal Schools not co-located with Combat Camera

personnel, requests for assistance will be forwarded to the host Commander in

accordance with appropriate interservice agreements, per reference (q), and

other governing directives.

(3) When training and education support requirements cannot be filled

by in-house Marine Corps or host command assets, such as learning devices,

courseware, or specific technical expertise, it may be necessary to request

contract support from organizations external to the Marine Corps.

(a) CO/OIC/DIRs will forward requests for contractor support,

with detailed justification, to CG TRNGCMD G-7, or CG TECOM (C 466 MTESD).

(b) Courseware developed by contractors, including CBT, must be

developed under the guidance of reference (c).

(4) TECOM Formal Schools Training Support (FSTS) - formerly known as

World Wide Travel - is authorized in accordance with reference (r).

Additional issues pertaining to FSTS should be directed to TECOM G-8.

NAVMC 1553.2

21 Sep 2015

6-1 Enclosure (1)

CHAPTER 6

ADMINISTRATION AND OVERSIGHT

1. Introduction. This section provides an overview of current web-based

management tools as well as critical guidance for RM and the safeguarding of

sensitive information.

2. Management Tools

a. Marine Corps Training Information Management System (MCTIMS)

(1) Purpose. Per reference (a), all Formal Schools will use

applicable MCTIMS functionality in the performance of schoolhouse functions.

As identified in reference (s), MCTIMS is the Marine Corps enterprise

integrated, automated web-based, multi-user system that supports individual

and unit training throughout the Total Force. It consists of a suite of

Modules representing separate but interrelated capabilities. More than a

Learning Management System, MCTIMS will fully integrate the entire training

and education continuum of both individual Marines and Marine Units from the

Fire Team to the Marine Expeditionary Force and stands as the Marine Corps’

authoritative database for the execution of MCISD/SATE. EXEMPTION: MAWTS-1

will only be required to submit section I of CDD.

(2) Capabilities. MCTIMS capabilities enable the management of

curricula for all Marine Corps Formal Schools in addition to tracking quotas,

courses, and the assignment of personnel to attend these courses. Internal

to the Formal Schools, MCTIMS supports the reporting, tracking and rostering

of not only Marine Corps students, but students from other services. In

addition to being the Formal School’s primary tool for execution of all

elements of the MCISD/SATE process, MCTIMS provides capabilities tailored to

managing training throughout the Marine Corps.

(a) Ensure students meet the prerequisites for attendance of

their school as codified in the TPD in the POI. If students do not meet the

prerequisites, Formal School CO/OIC/DIRs may return students to their

respective command.

(b) Submit validated class convening rosters, through MCTIMS

Formal School Personnel Management module, to CG TECOM (C 466 FSQRMB) within

(5) calendar days of the class beginning date.

(c) Submit validated student and class data (i.e. assign course

completion codes, validate classes), using the MCTIMS Student Registrar,

within (7) calendar days of course completion. When course completion codes

have been assigned and the class is validated in Student Registrar, MCTIMS

automatically sends course completion data to MCTFS, and where applicable

MCTFS assigns the graduate the appropriate MOS.

(d) For courses with other service course numbers (OSCN), ensure

the validated student and class data contained in MCTIMS matches the student

and class data contained in the applicable other service training management

system (e.g. ATRRS, CeTARS, OTA). For example, a validated class roster in

MCTIMS must contain the same student and class data as reported in ATRRS for

any course that has an Army OSCN.

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6-2 Enclosure (1)

(e) Class schedules for POIs conducted at Marine Corps Formal

Schools will be submitted via the MCTIMS Student Registrar Scheduling module

per the schedule submission direction provided in the CG TECOM cover letter

to the approved Training Input Plan (TIP). Schedules for POIs at sister

service Formal Schools, but not managed in the sister service’s training

management system (i.e. schedules will not reside in ATRRS, CeTARS, or OTA)

also will be submitted per the CG TECOM cover letter to the TIP. Class

schedules are based on the student input requirements published in the

approved TIP and they must agree with the approved POI.

b. Marine Sierra Hotel Aviation Readiness Program (M-SHARP). M-SHARP is

the training management software for scheduling and logging aviation T&R

events, comparing logged data to community readiness metrics, and formatting

readiness data within T&R Program Manual guidance. M-SHARP captures range

utilization, ordnance expenditures, required target sets, flight hour

allocation and execution of fiscal monitoring and budgetary purposes.

M-SHARP provides unit commanders and higher headquarters with real time data

of Combat Flight Leadership, crew training Status, unit instructor status and

individual aircrew flight hours. M-SHARP assists unit commanders in

calculating unit readiness for reporting in Status of Resources and Training

(SORTS) or Defense Readiness Reporting System (DRRS).

c. The Blackboard Learning System. Blackboard is a software application

used to power virtual learning environments, supplement classroom education

and as a platform for distance learning programs. It features a robust core

set of capabilities that enable instructors to efficiently manage courses,

author content, create assignments, and foster collaboration. Among other

key functions, Blackboard helps institutions accomplish mission-critical

objectives related to instruction, communication, and assessment. These key

capabilities include course management, syllabus building, learning unit

construction, online textbook content, teaching and learning tools, personal

information management, discussion boards, virtual classroom/collaboration

tools, group projects, assessments, surveys, assignments, gradebooks, and a

reporting performance dashboard.

3. Safeguarding Personally Identifiable Information (PII). PII is any

information or characteristics that may be used to distinguish or trace an

individual's identity, such as their name, Social Security Number, or

biometric data. MCTIMS is an enterprise system that contains information on

Marines, Civilians and other service personnel and goes to great lengths to

protect the PII information contained within the system. All users of MCTIMS

should ensure that adequate safeguards are implemented and enforced to

prevent misuse, unauthorized disclosure, alteration, or destruction of PII in

accordance with reference (t). All MCTIMS users are directed to adhere to

the following.

a. All PII related information will be treated as 'FOUO' and safe

guarded accordingly.

b. Reduce and/or eliminate localized copies or duplication of MCTIMS PII

data.

c. Any downloaded or exported PII data from MCTIMS must be safeguarded

against unauthorized access or spillage.

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6-3 Enclosure (1)

d. It is not authorized for any MCTIMS user to maintain localized

duplicate MCTIMS data on a personal computer or share with other personnel

MCTIMS data.

e. Any PII data that is to be imported into MCTIMS must be deleted from

the local computer after successful import into MCTIMS.

f. Any user who prints a report from MCTIMS that contains PII is

responsible for the safeguarding of said report(s).

g. Electronic Data Interchange Personal Identifiers (EDIPI). Reference

(u) requires the removal of Social Security Numbers (SSN) from MCTIMS and

user interfaces. These personal identifiers will be replaced with EDIPIs in

order to reduce sensitive data from being received by, stored in, or

transmitted from MCTIMS. EDIPI is a unique number that is associated with a

CAC. In accordance with reference (v), MCTIMS has moved to the use of DoD ID

EDIPI for individual identification instead of SSNs. There are, however,

instances where some MCTIMS users will need to access SSNs through MCTIMS.

As a result, users will be able to receive privileged access to use the DoD

ID (EDIPI) Lookup tool, once they have applied and been approved for

additional rights by the appropriate Module’s Functional Manager. For

additional information on allowable uses of SSNs within MCTIMS, refer to

reference (s).

4. Training Safety

a. Risk Management (RM) in the Formal Schools

(1) RM is a process that enables CO/OIC/DIRs to plan for and minimize

risk while still accomplishing the mission. CO/OIC/DIRs must comply with the

processes detailed in references (w) thru (cc) when designing, developing,

implementing, and evaluating POIs. CG TECOM retains the responsibility for

oversight of RM in the Formal Schools and detachments and for ensuring ORM

considerations are addressed during the analyze phase of ADDIE.

(2) All CO/OIC/DIRs will apply RM during the Design, Develop,

Implement, and Evaluate Phases of ADDIE. RM requirements for training will

be built into the curriculum during the Develop Phase. A Risk Assessment

(RA) will be conducted for each lesson in the POI and the associated RM tools

will be incorporated and reviewed in the MLFs on a yearly basis. The

CO/OIC/DIR will conduct a risk assessment and determine cease training

criteria and procedures for each lesson. During the Implement Phase,

CO/OIC/DIRs must ensure proper safety controls are in place to minimize the

risk of injury or loss of life. Additionally, all personnel must be briefed

on, and understand, the Cease Training criteria. RM related measurements

must be incorporated in both internal and external course evaluations.

Lessons learned from student and supervisor feedback captured during the

Evaluate Phase are key inputs for refining the curriculum and instruction.

(3) RAWs are critical and shall be updated, at least annually, based

upon complete reviews of the lesson or more frequently based on changes that

impact the overall risk to injury, loss of life, or significant damage to

equipment. All lessons will have a current and signed RAW located in the

MLF. EXEMPTION: MAWTS-1 is staffed with a Department of Safety and

Standardization (DSS) and therefore is not required to have a RAW located in

each MLF.

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6-4 Enclosure (1)

(4) A lesson RAW will identify safety hazards and record safety

controls, Cease Training criteria, and Cease Training procedures.

(5) Conduct RA for all lessons contained in the POI and maintain the

RAW, including the Cease Training (CT) criteria and Cease Training

procedures, as part of the MLF.

(6) For training lessons/events that involve risk of injury or death,

develop site-specific pre-mishap plans per reference (z). Review and

exercise pre-mishap plans annually.

(7) Investigate and report all training related mishaps in accordance

with reference (z).

(8) Determine if a course meets the criteria to be designated HRT as

prescribed in Appendix D. CG TECOM will coordinate with CMC (SD) for a

written safety assessment of the HRT before approval and inclusion to the HRT

courses at Formal Schools.

(9) Submit Serious Incident Report (SIR) via Chain of Command to CG

TECOM per reference (bb).

(10) All Formal Schools faculties will complete RM training through

the local SFDP. This training, combined with the RM instruction provided in

the resident T3S courses will enable faculty to fully institute the RM

process in their schools.

b. RM Process Training in Formal Schools

(1) Entry-Level Primary MOS Courses. CO/OIC/DIRs will train all

entry-level students in Primary MOS courses to apply the RM process to both

on-duty and off-duty events. The training may be integrated within lessons;

may be presented as stand-alone, RM-specific “lesson purpose” period of

instruction using TECOM or locally prepared training materials; or may be

accomplished before graduation by having students complete the Initial Risk

Management training taught by a Risk Management Instructor per reference (w).

(2) RM Prior to Liberty. CO/OIC/DIRs will provide liberty-specific

Force Preservation RM training to students and staff prior to executing

special liberty, leave, PCS, and periods of liberty greater than 72 hours,

per references (w) and (x). In addition, the completion of Holiday Accident

Reduction Program (HARP) forms, vehicle inspections, and trip planning review

by supervisors is also required, per reference (cc). When feasible, the

training will include a practical exercise requiring students and staff to

complete an RAW for their planned activities, and the worksheets will be

reviewed by the instructor or unit leader. CG TECOM maintains a standardized

RM class for use by all schools, but local modification is at the discretion

of the CO/OIC/DIR.

c. High Risk Training (HRT). CG TECOM will review and approve the HRT

criteria for designated coures. Appendix D provides the designation process.

EXEMPTION: MAWTS-1 WTI flight phase is considered high risk, however MAWTS-1

is exempt from the requirements of Appendix D due to established internal

policies for risk management and mitigation through the MAWTS-1 Department of

Safety and Standardization (DSS).

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A-1 Enclosure (1)

APPENDIX A

COURSE DESCRIPTIVE DATA (CDD)

DESCRIPTION:

CDD is contained in Section 1 of a Progrram of Instruction (POI) located within MCTIMS. It documents

course description, resource requirements, and justification for the development or refinement of formal Programs of

Instruction (POI) taught at Marine Corps FLCs. It is the key document for all TECOM activities involved in the resourcing

process.

A. COURSE DESCRIPTIVE DATA.

1. COURSE TITLE

.

2. LOCATION

.

3. COURSE ID

.

4. OTHER SERVICE COURSE NUMBER

.

5. MILITARY ARTICLES AND SERVICE LIST NUMBER (MASL)

.

6. PURPOSE

.

7. SCOPE

.

8. LENGTH (PEACETIME)

.

9. CURRICULUM BREAKDOWN (PEACETIME)

.

10. LENGTH (MOBILIZATION)

.

11. CURRICULUM BREAKDOWN (MOBILIZATION)

.

12. MAXIMUM CLASS CAPACITY

.

13. OPTIMUM CLASS CAPACITY

..

14. MINIMUM CLASS CAPACITY

.

15. CLASS FREQUENCY

.

16. TARGET POPULATION DESCRIPTION/PREREQUISITES

.

17. MOS RECEIVED

.

18. OCC FIELD

.

19. FUNDING

.

20. REPORTING INSTRUCTIONS

.

21. INSTRUCTOR STAFFING REQUIREMENTS

.

22. SCHOOL OVERHEAD REQUIREMENTS

.

23. TRAINING/EDUCATION SUPPORT REQUIREMENTS

.

24. TASK LIST

.

CDD NOTES:

NAVMC 1553.2

21 Sep 2015

B-1 Enclosure (1)

APPENDIX B

COURSE IDENTIFIER (CID) ESTABLISHMENT POLICY

1. Introduction. This appendix refines the definition of a CID contained in

the annually published TIP and identifies all the specific uses of the CID

for Formal Schools employing TECOM information management tools. Further,

this Appendix identifies the circumstances under which a CID will be issued,

and identifies the conditions under which an established CID will be

deactivated.

a. A CID is the service-level alphanumeric code for a specific, formal

course of instruction. The CID is integral and inseparable from courses

taught at an Formal School. Until now, there has been no single, coherent

policy to capture the characteristics of courses requiring CIDs or to

describe how the CID is to be employed by the Formal School, higher

headquarters, and the operating forces.

b. CIDs will be employed to support formal courses of instruction

complying with the guidance specified in this NAVMC. CIDs will only be

established for courses that comply with this NAVMC and CIDs for existing,

noncompliant courses shall be deactivated in the Marine Corps Training

Information System (MCTIMS) database.

c. All courses with CIDs for training or educating Marines have seven

characteristics, and there are five actions that must occur for every course

with a CID, as detailed below.

2. Eligibility Characteristics for CID Assignment

a. Based on a Training and Readiness (T&R) Manual or Official Marine

Corps Directive. Per chapter 1 of this NAVMC, the course must instruct

individual events or outcomes captured in an approved Marine Corps Training

and Readiness (T&R) Manual or Official Marine Corps Directive (Marine Corps

Order or NAVMC).

b. Developed in Accordance with Training Policy. The course of

instruction has been developed according to the procedures identified in this

NAVMC and reference (c). It has been reviewed and validated by Marine Air-

Ground Task Force Training and Education Standards Division (MTESD) and

approved by CG TECOM or at CG TECOM’s direction by either CG Training Command

or CG Education Command in accordance with reference (a).

c. Taught at a Formal School or in the context of a Formal School

resourced Mobile Training Team (MTT). The course is conducted in a

designated Marine Corps Formal School with training facilities and instructor

personnel provided by the Marine Corps; or conducted by an other-service

school established in the other-services’ training management systems; (e.g.

ATRRS, Navy CeTARS, or Air Force Oracle Training Applications (OTA) or in the

context of an MTT.

d. Presence of a Course Descriptive Data (CDD). The course’s POI is

created in MCTIMS Curriculum Management module, or if the course is an other-

service course, there is course data from the other service supplemental CDD

submitted to CG TECOM MTESD.

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B-2 Enclosure (1)

e. Homogenous Population. The target population of the course is

homogenous. A homogenous student population meets one or more of the

following criteria:

(1) For PME: all students in one course are either officer or

enlisted of similar grade.

(2) For training courses: all students have the same MOS, with the

exception of the Warrant Officer Basic Course, CID: M02RMN4, a course

designed to bring together former enlisted Marines of various primary MOSs

for basic officer training.

(3) For training courses: all graduates will be awarded the same MOS

or will proceed to another course in the training track for an MOS or other

certification.

f. Fits into a Category. The course falls into one of the categories

listed below:

(1) Specialized skill training, including initial skill training,

leading to assignment of a MOS which is considered as required training per

reference (k).

(2) Follow-on specialized skill training to maintain or enhance

proficiency in an occupational field/MOS which is considered as skill

enhancement training per reference (k).

(3) Resident PME.

(4) Functional training required to support specific billet

requirements.

g. Has a Formal School Quota Requirement Sponsor. The course must have

one or more Formal School Quota Requirement Sponsors identified in Appendix C

of the annually published TIP.

3. Five Requisite Actions to Sustain a CID. TECOM major subordinate

commands and Marine Corps requirement sponsors with an interest in utilizing

TECOM-validated formal school training are required to ensure all necessary

CID-related actions are taken by the organizations over which they have

cognizance. Failure to take all actions will result in CG TECOM MTESD

deactivating the CID.

a. Submit TIP Requirements. Requirement sponsors must submit TIP

requirements for every course with a CID to CG TECOM MTESD in response to the

TIP Requirements messages promulgated in accordance with the annually

published TIP.

b. Enroll Every Student. Formal Schools must ensure every student who

reports to a course is enrolled in the appropriate school seat, per chapter 2

of this NAVMC.

c. Report the Disposition of Every Student. Formal Schoolss must report

the disposition of every student enrolled per subparagraph 3.b. above, either

through graduation or disenrollment, regardless of reason, and validate every

class, as required in Chapter 2 of this NAVMC.

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B-3 Enclosure (1)

d. Submit an Updated/Revised POI or CDD. Formal Schools will submit a

POI or other service supplemental CDD for every course with a CID, to CG

TECOM.

e. Post Course Materials. Formal Schools will post all course materials

to the MCTIMS Training Resource Module.

4. Travel Funding Requirement. The TECOM G-8 FSTS branch will only fund

student travelers to courses with CIDs. In addition to the TIP requirement

for the course mentioned in paragraph 3.a. above, the student must have a

valid registration in MCTIMS Student Registrar under a Student Type Code

eligible for TECOM travel funding, and there must be sufficient funds

available to support the travel. FSTS will not fund other student travelers.

5. Circumstance Under Which a CID Will NOT Be Issued

a. As noted in the annually published TIP, the following types of

training are not eligible for a CID under the requirements contained in this

NAVMC: unit training, field skill training, and managed on-the-job training,

any other annual or ancillary training requirement conducted at a base or

station, or other collective or unit training environment.

b. Should CG TECOM MTESD determine that a submitted course does not meet

the criteria for the assignment of a CID, the Director will provide the

requesting unit with one or more alternatives to accomplish the requesting

unit’s requirements. Generally, this alternative will include recommending

the requesting unit contact Headquarters Marine Corps Manpower Information

for one of the various training codes that are available within MCTFS in

order to track training.

6. Criteria for Deactivating a Previously Granted CID. CG TECOM MTESD will

permanently deactivate a CID when any of the following criteria are met:

a. TIP requirements for a course are not submitted or published in two

consecutive fiscal years (FY) (for example, the course has no requirements

for the current FY or projected out years in the TIP).

b. A Formal School fails to submit class schedules in MCTIMS Student

Registrar over the course of an entire FY. This does not apply to schedules

that fail to transfer to MCTIMS through established system interfaces with

ATRRS, CeTARS, and OTA.

c. A Formal School does not validate classes after completion in MCTIMS

Student Registrar over the course of an entire FY.

d. There were no registrations for the course in two consecutive FYs.

7. Office of Professional Responsibility. Formal School Quota Requirements

Management Branch (FSQRMB), MTESD, TECOM is the Office of Professional

Responsibility for overseeing the execution and adjudication of the criteria

contained in this appendix.

NAVMC 1553.2

21 Sep 2015

C-1 ENCLOSURE (1)

APPENDIX C

CCRB PREPARATION GUIDE

Observer/Title:

1. REVIEW HHQ POLICY YES NO N/A

a. Review HHQ policy for changes or direction which affects the POI.

2. REVIEW EMPIRICAL DATA YES NO N/A

a. Instructor Rating Form (IRF)

b. Examination Rating Form (ERF)

c. After Instruction Report (AIR)

d. End of Course Critique (ECC)

e. After Course Report (ACR)

f. Test Matrices

g. Post Graduate Surveys (from students and supervisors)

h. Marine Corps Center for Lessons Learned (MCCLL) information

3. VALIDATE APPLICABLE T&R TASK LIST / LEARNING OUTCOMES YES NO N/A

a. Was a thorough Learning Analysis conducted?

b. Did the Learning Analysis generate adequate ELOs to support the TLO?

4. REVIEW PROGRAM OF INSTRUCTION (POI) YES NO N/A

a. SECTION I - Course Descriptive Data (CDD)

1. Block 16 - Target Population Description and Course Prerequisites

2. Block 21 - Instructor Staffing Requirements

3. Block 22 - School Overhead

4. Block 23 - Training/Education Support Requirements

b. SECTION IV - Concept Cards

1. Review all Terminal Learning Objective(s) (TLOs) and Enabling Learning Objective(s)

(ELOs). TLOs are linked directly to the T&R event and need to be reviewed to ensure the TLO

can be executed, as written, to standard. The ELO is developed through the learning analysis;

needs to be reviewed to ensure the ELO is still relevant.

2. Review the methods of instruction and hours associated with each method. Any

adjustment should be validated through the empirical data collected on this Concept Card.

3. Review any ammunition associated with concept card. Ammunition is linked to a TLO

and its associated doctrinal publication.

4. Review any equipment/material associated with concept card. Equipment/material is

linked to a TLO and its associated doctrinal publication.

5. Review the notes section ensuring they are current with associated training evolution.

c. SECTION V - Student Performance Evaluation

1. Student evaluation covers evaluation philosophy, methods of evaluation and disposition

of academic failures.

2. Identify which T&R event(s) were utilized for course development.

5. REVIEW TEST ITEMS YES NO N/A

a. The Learning Objective Worksheet (LOW) is where the LO and its associated test item(s)

are located. Test items should reflect the condition, behavior and standard outlined in the LO.

Review the test item for validity and relevance. Test items are based on current doctrine.

COURSE CONTENT REVIEW BOARD (CCRB) PREPARATION GUIDE

PURPOSE:

To collect, review and validate course content using data inputs from formative and summative evaluation data.

Course:

Date:

i. NOTE

: Reviewing empirical data begins immediately following the preceding CCRB. It is an ongoing process of the

Formal School Evaluation Plan. As data sources are collected, they are evaluated, analyzed, and assigned as agenda items.

This is the most important part of the CCRB.

c. NOTE

: If a review of empirical data and the Learning Analysis uncover gaps in the building blocks of the TLO, further

Learning Analysis may be conducted and additional ELOs may be developed and added to the Concept Card.

NAVMC 1553.2

21 Sep 2015

D-2 ENCLOSURE (1)

APPENDIX D

HIGH RISK TRAINING

1. Purpose. High Risk Training (HRT) is defined in the Formal School

setting as basic or advanced individual or collective training essential for

preparing Marines and units for combat that, despite the presence of and

adherence to proper safety controls, exposes students and instructors to the

risk of injury, illness, death, or permanent disability; or property damage,

damage to national or service interests, or degradation to efficient use of

assets. To ensure Marines are ready for combat, the Corps must conduct

physically challenging, demanding, stressful, and at times, dangerous

training. The purpose of this HRT policy is to reduce the risk of death and

serious injury to the lowest possible level during training. Refer to

references (w) thru (cc) for amplifying information.

2. HRT Formal School Designation

a. Commanders must request authorization from CG TRNGCMD (if the school

is a TRNGCMD Formal School) or CG TECOM to include HRT events in a POI. The

request will include the following elements:

(1) RAW for the training events that would render the course high

risk.

(2) Justification as to why the high risk events are necessary to

meet the course's training objective or to train to training and readiness

event standards.

(3) Description of the controls implemented to mitigate risk.

(4) Additional resource requirements or other actions, if any,

required to further reduce the risk. CMC(SD) will provide CG TECOM a written

safety assessment of the training event within the POI in accordance with

Chapter 6, paragraph 4.a.(8) of this order.

(5) Based on the data provided with the request, CG TRNGCMD or CG

TECOM will take one of the following actions:

(a) Approve the POI containing the HRT events.

(b) Require further analysis and additional actions be taken to

further mitigate risk.

(c) Provide additional resources to permit further mitigation of

risk.

(d) Disapprove the POI or prohibit execution of the HRT events

based on the data provided with the request and assessment provided by CMC

(SD).

b. CG TECOM may designate, during bi-annually review, certain courses as

HRT if training events meeting criteria are present.

c. CG TECOM will provide CMC (SD) and annual update of HRT designated

courses.

NAVMC 1553.2

21 Sep 2015

D-2 ENCLOSURE (1)

3. HRT Instructor Screening. Formal School CO/OIC/DIRs are ultimately

responsible for ensuring that HRT instructor candidates are screened for

professional, physical, and psychological suitability. This guide is

intended to assist CO/OIC/DIRs in conducting screenings appropriate to the

training environment and risk/stress level. The screening process will begin

at the detaching command. It is the responsibility of the gaining command to

coordinate with the appropriate occupational field monitor to initiate the

pre-screening process and to inform the detaching command that the candidate

will be filling a high-risk instructor billet.

a. Service Record Book (SRB)/Officer Qualification Record (OQR) and

Medical Screening. If the SRB/OQR and medical pre-screenings have not been

completed, screen the potential HRT instructor.

b. Commanding Officer’s/Director’s Interview

(1) Prior to this interview, the CO/OIC/DIR shall be aware of results

of the candidate’s SRB/OQR and medical screenings. This interview is the

final step in determining suitability for assignment to HRT instructor duty.

Topics for discussion might be: willingness to assume supervisory duties,

marital or financial problems, problems with supervisors, disciplinary

problems, fighting, UA, civilian arrests, loss of temper, impulsive behavior,

gambling, etc.

(2) Based on screening results and this interview, the CO/OIC/DIR

will determine if the candidate should be assigned to a HRT instructor

billet.

(3) In the event an individual does not meet the requirements and/or

fails the screening process, the Formal School CO/OIC/DIR will contact the

occupational field monitor for reassignment.

c. Training. All HRT instructors must undergo training and

certification before being permitted to conduct any high-risk class without

supervision.

(1) Personnel will be required to demonstrate their technical

competency, teaching techniques, and application of RM per their CO/OIC/DIR’s

requirements. These evaluations shall be conducted by the course chief and

reviewed by the CO/Director or his designated representative (assigned in

writing). The following signed entry will be made in the individual’s

SRB/OQR in addition to maintaining a copy of the individual's page 11 entry

in the faculty record:

“(Date): A review of (subject’s name) medical record, service

record, and training record has been completed. This individual has met all

of the qualifications required and is hereby certified as a HRT instructor

for course (Course ID Number) as of this date.”

(2) HRT instructors, teaching more than one high-risk course, do not

need to certify in each course if the subject matter is similar. For courses

that are dissimilar, commands shall require certification in each.

(3) HRT instructors must receive Cardiopulmonary Resuscitation (CPR)

and Automated External Defibrillator (AED) training and certification prior

NAVMC 1553.2

21 Sep 2015

D-3 ENCLOSURE (1)

to being certified as a HRT instructor. A copy of the CPR and AED training

shall be maintained in the individual’s faculty record.

d. Proficiency Evaluations. Proficiency evaluations shall be conducted

quarterly for all HRT instructors to ensure that all aspects of RM are being

properly executed during training. Evaluations will be in accordance with

the forms contained in reference (x).

e. De-Certification

(1) When there is sufficient cause to de-certify an HRT instructor,

the recommendation will be forwarded (in writing) to the CO/Director. The

authority to de-certify an instructor rests solely with the CO/Director. If

the CO/OIC/DIR agrees with the recommendation, the following signed entry

will be made in the instructor’s record book: “(Date): (subject’s name) is

de-certified as a high-risk instructor as of this date.”

(2) De-certification may be necessary for reasons that are not the

fault of the individual (e.g. medical). In such cases the following entry

will be made in the instructor’s record book: “(Date): (subject’s name) is

de-certified as a high-risk instructor as of this date. This de-

certification is through no fault of the individual.”

f. Re-Certification. Once an HRT instructor has been de-certified, he

must be re-certified prior to being allowed to instruct. At a minimum, re-

certification shall consist of a comprehensive review of the original de-

certifying cause (and its current status) and a CO/OIC/DIR’s appraisal

interview. The need for retraining (classroom and practical) is to be

determined by the command. A new certification entry must be made in the

instructor’s SRB.

4. HRT Safety Officer (HRTSO) Selection. CO/OIC/DIRs will assign, as the

sole collateral duty, an HRTSO. Depending on the Formal School’s size, more

than one HRTSO may be required. The HRTSO functions as the CO/OIC/DIRs

resident expert for all aspects of HRT. The minimum requirements to be a

HRTSO are: E-8 and above, 0-3 and above, graduate of the Ground Safety for

Marines (MOS 8012) and Mishap Investigator courses, and completed or audited

the HRT POI. In addition, the following responsibilities are required for

selection.

a. The HRTSO is responsible for ensuring the RM process is fully

implemented to minimize risk during all HRT.

b. All prospective HRT instructors (military and civilian) shall be

screened for suitability prior to assuming their duties.

c. Formal School and Training Detachment CO/OIC/DIR are required to

institute the policies contained in this Directive.

NAVMC 1553.2

21 Sep 2015

D-4 ENCLOSURE (1)

HIGH RISK TRAINING INSTRUCTOR PRE-ASSIGNMENT CHECKLIST

1. Prerequisites. To be considered for assignment to a HRT instructor

billet, all personnel must meet the following criteria (where applicable,

hiring- or position-description criteria shall specify requirements for

civilian personnel):

a. A minimum of two years left on their current enlistment (or agree to

extend or reenlist) prior to executing such orders.

b. No court-martial convictions within the past 5 years and not more

than 2 NJPs within the past 5 years (no more than 1 NJP in the 12 months

preceding transfer date).

c. No drug-related incidents within the last 5 years and no alcohol-

related incidents within the last 2 years preceding the transfer date.

d. Meet personal appearance and weight standards with no unresolved

history of assignment to weight control or personal appearance programs.

e. Pass the PFT and/or CFT.

f. Complete the service-level instructor course prior to executing

orders (or during delay en route). Personnel having successfully graduated

from Navy Instructor Training School (receiving an NEC of 9502) are excluded.

2. Medical Screening. Coordinate with the detaching command to request a

medical record screening. Any medical or psychological conditions determined

by a military health care provider as potentially disqualifying must be

identified and referred for appropriate management if treatment is not

ongoing. These include behavioral problems, difficulty in interpersonal

relationships, an inability to cope with stressors, evidence of alcohol abuse

or dependency, or current/chronic mental or physical health conditions or

requirements (e.g. medication usage, continuity of care) that may interfere

with the candidate's ability to perform duties.

3. Findings. A report summarizing the results of the prerequisites and

Medical Screening findings will be forwarded to the Formal School or

Detachment Commander.

NAVMC 1553.2

21 Sep 2015

D-7 ENCLOSURE (1)

HIGH RISK TRAINING INSTRUCTOR COMMAND SCREENING GUIDE

1. Objective. Training activity CO/OIC/DIRs are ultimately responsible for

ensuring high-risk instructor candidates are screened for professional,

physical, and psychological suitability. This guide will assist CO/OIC/DIRs

in conducting screenings appropriate to the training environment and

risk/stress level. While the instructor screening process must begin at the

detaching activity, it is the responsibility of the gaining activity to

inform the detaching activity that the candidate will teach high-risk

curricula and the level of screening required. The outline below describes

the screening process and identifies the majority of physical and

psychological factors that could disqualify someone for high-risk instructor

duty.

2. Screening and Interview Sequence

a. Upon identifying a candidate for high-risk instructor duty, the

gaining activity shall contact the detaching activity and provide

appropriately tailored screening requirements and forms for recording

screening milestones. The candidate must be fully screened periodically to

the standards outlined below. Training activity CO/OIC/DIRs may wish to

repeat portions of the screening, but all training activities shall interview

incoming instructor candidates. Subparagraphs 2.b.(3)(a) through 2.b.(3)(c)

below provide some helpful guidelines in determining suitability.

b. All high-risk instructor candidates shall have the following

procedures completed:

(1) Service Record Screen. Any adverse administrative entries,

negative performance evaluations, non-judicial punishments, etc., shall be

brought to the CO/OIC/DIR’s attention prior to the interview. The training

activity CO may delegate record screening authority to a subordinate within

the command.

(2) Physical Requirements. The candidate must meet general duty

criteria, physical readiness requirements, and any special duty

qualifications required by chapter 15 of the manual of Medical Department

(MANMED), such as diver, flight, or firefighter requirements.

(3) Medical Officer Interview, Record Review, and Questionnaire

(a) Candidates shall complete OPNAV 1500/53. This questionnaire

shall be forwarded as an enclosure to the request for medical screening and

interview.

(b) Competent medical authority (e.g., medical officer, physician

assistant, nurse practitioner (family practice), or independent duty

corpsman) shall conduct the medical record screening.

(c) For high-risk instructor candidates, an interview shall be

conducted in conjunction with the medical record review. Areas of concern

and suggested questions are provided in the Medical Officer’s Interview

Guide. Training activities shall provide these questions as an enclosure to

the request for medical screening and interview for high-risk instructor

candidates only.

NAVMC 1553.2

21 Sep 2015

D-7 ENCLOSURE (1)

(d) The medical activity completing the screening shall forward

the results to the requesting CO or OIC utilizing the sample Results of

Medical Screening provided in this MCO.

(4) CO’s Interview. The CO’s interview is required for high-risk

instructor candidates. The interview shall be conducted following the

service and medical record screening, and medical officer interview. The

CO’s interview must assess how specific factors have affected and will likely

affect a candidate’s performance in a high-risk training environment. This

interview is the final factor in determining suitability for high-risk

instructor duty. The training activity CO may delegate interviewing

authority to a subordinate within the command.

3. Determination of Suitability

a. The following criteria outline serious risk issues that provide cause

for disqualification for high-risk or instructor duty:

(1) Chronic medical condition, which hampers the candidate’s ability

to perform training duties.

(2) In-service hospitalization for a major mental disorder such as a

psychotic disorder, bipolar disorder, major depression, suicide ideation or

behavior, or suicide attempt.

(3) In-service diagnosis of personality or impulse control disorder.

(4) Any confirmed incident of child or spousal abuse (by member) or

hazing.

b. The following criteria outline risk issues that must be closely

investigated, would likely require specialty referral for expert evaluation,

and may be cause for disqualification from consideration as a high-risk

instructor:

(1) Disciplinary problems/adverse service record entries.

(2) Poor work performance trends.

(3) Incident resulting in referral to family advocacy.

(4) Medically noted traits of a personality disorder not sufficient

to support diagnosis of personality disorder.

(5) Treatment for a substance use disorder within the last 2 years

(still in the aftercare period).

(6) In-service outpatient treatment for evaluation or therapy for

suicide ideation, threats to harm others, or other mental health problems.

c. Candidates must meet any specific guidelines in the MANMED, Chapter

15, for general duty criteria, and any special duty qualifications.

d. Based on screening results, the detaching CO shall recommend, via

service record entry, whether or not the candidate should be assigned to

high-risk instructor duty.

NAVMC 1553.2

21 Sep 2015

D-7 ENCLOSURE (1)

e. If the gaining activity declines the candidate based on the detaching

activity’s negative recommendation for high-risk instructor duty, the

detaching activity shall request M&RA reassign the candidate to other than

high-risk instructor duty.

f. If the gaining activity accepts the candidate, they shall interview

the candidate and review the results of the screening.

g. A service record entry shall be made indicating the candidate’s

suitability/unsuitability for high-risk instructor duty. This entry shall be

signed by the training activity CO or designated representative. The service

record entry shall not identify reasons for unsuitability.

NAVMC 1553.2

21 Sep 2015

D-8 ENCLOSURE (1)

HIGH RISK TRAINING RESIDUAL RAC 2 OR 3 SEVERITY I OR II

1. Risk Assessment Codes (RAC). All elements of all courses shall be

screened for HRT and assigned a code using the RM RAC. HRT designation will

be based on residual risk. Per reference (aa), residual risk is that risk

remaining after controls have been identified and selected. Caution must be

used so as not to focus on the residual risk vice the hazard. Focus must

remain on the hazard and controls selected in order to eliminate or reduce

the threat. CO/OIC/DIRs may not conduct or include in POI training events

evaluated as residual RAC 1. RAC 1 hazards have likely or probable risk of

death, severe injury, loss of asset, or severe damage to assets. A course

will be designated as high risk if after application of controls to mitigate

or reduce risk any element of the course meets any of the following

conditions:

a. Residual RAC 2.

b. Residual RAC 3 where, regardless of probability of occurrence, the

hazard severity is category I. Category I hazards may cause death, loss of

facility/asset, or result in grave damage to national interests.

c. Residual RAC 3 where, regardless of probability of occurrence, the

hazard severity is category II. Category II hazards may cause severe injury,

illness, property damage, damage to national or service interests, or

degradation to efficient use of assets.

2. RAC 2 or 3 Severity I or II. Nothing replaces the need for CO/OIC/DIRs

to be involved in all aspects of training. The intent is to implement the

rigors of a sound RM process in combination with the time-tested, common

sense approach to leadership and adherence to the Marine Corps' training

principles.

a. Include initial and residual RAC and safety controls in the note(s)

section of the concept card.

b. Complete a RAW using the Risk Assessment Matrix for Marine Corps HRT

Programs for each residual RAC 2 or 3 severity I or II course and maintain

that checklist and RAW in the MLF.

c. Brief all students on cease training procedures.

d. Verify that all high-risk instructor candidates are screened.

e. Designate a HRT Safety Officer (HRTSO) for oversight of all HRT

events.

f. Ensure the HRTSO meets the following minimum requirements: E-8 and

above, 0-3 and above, graduate of the Ground Safety for Marines (MOS 8012)

and Mishap Investigator courses, and completed or audited the HRT POI.

g. Establish a schedule for the HRTSO to observe and evaluate all high-

risk evolutions. HRT checklists available on the Naval Safety Center web

page: http://www.safetycenter.navy.mil/.

NAVMC 1553.2

21 Sep 2015

D-9 ENCLOSURE (1)

h. Investigate and report all training related mishaps in accordance

with reference (z).

i. Ensure HRT course prerequisites include safety considerations.

j. Verify that students meet all course prerequisites prior to

commencing training. If students do not meet the prerequisites, CO/OIC/DIRs

may send students back to their respective commands.

k. Monitor student medical status and establish internal controls to

inform instructors of any changes in a student’s condition. Students

determined to be physically unfit or psychologically unsuited will be removed

from training until cleared by qualified medical personnel to return.

l. Design student critiques that address the following safety related

areas:

(1) Cease Training procedures were explained.

(2) Lessons on safety were included as applicable.

(3) Lessons related safety to job performance.

(4) Emergency action procedures were explained.

(5) Safety precautions were in place for each event.

(6) Instructors followed all safety precautions.

m. Conduct an annual safety review and verify the HRT Category of all

courses. In conjunction with this review, request mishap data and/or safety

investigation reports associated with the HRT POI from CMC (SD) via

[email protected] or 703-604-4463/4462/4172 (DSN 664).

n. Establish an instructor proficiency evaluation program that evaluates

high-risk instructors in the appropriate instructional environment.

o. Develop site-specific pre-mishap plans for all high-risk events per

references (z) and (aa). Review and exercise pre-mishap plans annually.

p. Provide annual RM/HRT refresher training to faculty (e.g. mishap

reporting, site-specific safety requirements/updates).

q. Request a periodic safety survey from the NAVSAFCEN (Code 48). The

frequency of these surveys will not exceed three-year intervals. Direct

liaison is authorized.

r. Request a periodic safety evaluation from CMC (SD), via CG TECOM, at

a frequency not to exceed 2 years. CMC (SD) will provide a written

evaluation report to the Formal School and to CG TECOM.

NAVMC 1553.2

21 Sep 2015

D-10 Enclosure (1)

HIGH-RISK TRAINING COURSES AT FORMAL SCHOOLS

East Coast

Quantico, VA:

M02M729 METHODS OF ENTRY COURSE

M02KA3M TANDEM OFFSET RESUPPLY DELIVERY SYSTEM-PERSONNEL PARACHUTIST

M02KAQM MULTI-MISSION HIGH GLIDE PARACHUTIST

M02KAYM TANDEM OFFSET RESUPPLY DELIVERY SYSTEM-EQUIPMENT PARACHUTIST (TORDS)

M02YF1M MULTI-MISSION DOUBLE BAG STATIC LINE PARACHUTIST (MTT)

Camp Lejeune, NC:

M031302 BASIC COMBAT ENGINEER

M0381KB COXSWAIN SKILLS (CRRC/RRC)

M03ACC2 COMBAT ENGINEER OFFICER

M03ACS2 COMBAT ENGINEER NCO

M03H4JB SMALL BOAT COXSWAIN (RIVERINE) PHASE II

Dive School, Panama City, FL:

N20L6H1 MARINE CORPS COMBATANT DIVER COURSE

N20L6V1 MARINE CORPS COMBATANT DIVE SUPERVISOR COURSE

N20L6VM MARINE CORPS COMBATANT DIVE SUPERVISOR COURSE (MTT)

SERE School, Brunswick, ME:

N51M5Q1 SURVIVAL, EVASION, RESISTANCE, AND ESCAPE (SERE)

-----------------------------------------------------------------------------

West Coast

Bridgeport, CA:

M24M7A1 SUMMER MOUNTAIN LEADERS

M24M7B1 WINTER MOUNTAIN LEADERS

M24MEA1 ASSAULT CLIMBERS COURSE

M24HB41 SCOUT SKIER COURSE

M24YA11 TACTICAL ROPE SUSPENSION TECHNICIAN COURSE

Coronado, CA:

N28M5Q1 SURVIVAL, EVASION, RESISTANCE, AND ESCAPE (SERE)

CAMP PENDLETON, CA:

M10AHK2 BASIC RECONNAISSANCE

M10NAM2 RECONNAISSANCE TEAM LEADER COURSE

EWTGPAC

N3013U1 FIRE SUPPORT MAN

N3081K1 COXSWAIN SKILLS

N30L8K1 SCOUT SWIMMER

N30INC1 INFANTRY COMPANY SMALL BOAT RAID COURSE

N30L9N1 MARINE CORPS INSTRUCTOR OF WATER SURVIVAL

N30H4A1 MARITIME NAVIGATION

NAVMC 1553.2

21 Sep 2015

E-1 ENCLOSURE (1)

APPENDIX E

ONLINE RESOURCES

NUMBER TITLE

NAVMC 11755 AFTER INSTRUCTION REPORT

NAVMC 11757 LESSON ENVIRONMENT CHECKLIST

NAVMC 11758 PROGRAM OF INSTRUCTION CHECKLIST

NAVMC 11759 INSTRUCTIONAL RATING FORM

NAVMC 11760 LESSON SAFETY REVIEW CHECKLIST

NAVMC 11761 END OF COURSE CRITIQUE

NAVMC 11762 INSTRUCTOR EVALUATION CHECKLIST

NAVMC 11763 LESSON OBSERVATION CHECKLIST

NAVMC 11764 POST GRADUATE SUPERVISOR SURVEY

NAVMC 11765 SAFETY QUESTIONNAIRE

NAVMC 11766 POST GRADUATE SURVEY

NAVMC 11768 EXAMINATION RATING FORM

NAVMC 11769 LEARNING ANALYSIS WORKSHEET

NAVMC 11770 LEARNING OBJECTIVE WORKSHEET

NAVMC 11771 CONCEPT CARD

NAVMC 11896 OPERATIONAL RISK ASSESSMENT WORKSHEET

NAVMC 11899 OPERATIONAL RISK ASSESSMENT MATRIX

NUMBER TITLE

LEARNING ANALYSIS WORKSHEET CHECKLIST

LEARNING OBJECTIVE WORKSHEET CHECKLIST

MASTER LESSON FILE REQUIRED ITEMS CHECKLIST

CONCEPT CARD CHECKLIST

LESSON PLAN CHECKLIST

EXAMPLE LESSON PLAN

STUDENT OUTLINE CHECKLIST

TEST CHECKLIST

TEST ITEM CHECKLIST

METHOD SELECTION GRID WORKSHEET

MEDIA CHECKLIST

INSTRUCTOR PREPARATION GUIDE CHECKLIST

OPERATIONAL RISK ASSESSMENT WORKSHEET

ACADEMIC SOP CHECKLIST

Functional Area Checklist (FAC) 400

DESCRIPTION:

Formal Schools will be inspected by the TECOM CGIP using the FAC 400 checklist. Current FAC checklists are

updated regularly and are available through the IGMC Marine Corps web site at:

http://www.hqmc.marines.mil/igmc/Resources/FunctionalAreaChecklists.aspx.

DESCRIPTION:

The below documents are additional resources that are avaialable on the MTESD Sharepoint site located at:

https://vce.tecom.usmc.mil/sites/directorates/mtesd/SitePages/Home.aspx

PURPOSE:

To provide online resources for Formal School academic faculty and support personnel and to allow rapid modification

and access to these resources to receive the most up to date version.

ONLINE RESOURCES

Department of the Navy – Naval Forms Online

DESCRIPTION:

Naval Forms Online (NFOL) has been established as an enterprise resource and central repository for all official

forms generated and used by the Department of the Navy. The below NAVMC Forms can be found at:

https://navalforms.documentservices.dla.mil/web/public/forms. They are also uploaded to the MTESD Sharepoint site below.

MTESD Sharepoint Site

NAVMC 1553.2

21 Sep 2015

F-3 Enclosure (1)

APPENDIX F

ACRONYMS

AED - Automated External Defibrillator

AIR - After Instruction Report

ATRRS - Army Training Requirements and Reserve System

CBT - Computer Based Training

CCRB - Course Content Review Board

CDD - Course Descriptive Data

CeTARS - Navy Corporate Enterprise Training and Activity Resource System

CG - Commanding General

CID - Course Identifier

CPR - Cardiopulmonary Resuscitation

CT - Cease Training

CTC - Cease Training Criteria

DL - Distance Learning

DOD - Department of Defense

DODIC - Department of Defense Identification Code

EDCOM - Education Command

ECC - End of Course Critique

ELO - Enabling Learning Objective

ERF - Examination Rating Form

FACAD - Faculty Advisor

FLCER - Formal Learning Center Evaluation Report

FEA - Front-End Analysis

FMF - Fleet Marine Force

FSQRMB - Formal School Quota Requirements Management Branch

FSTS - Formal Schools Training Support

HARP - Holiday Accident Reduction Program

NAVMC 1553.2

21 Sep 2015

F-3 Enclosure (1)

HRT - High Risk Training

ICM - Interactive Courseware Multimedia

IRF - Instructional Rating Form

ISD - Instructional Systems Design

ISC - Information Systems Coordinator

ITE - Individual Training Event

ITRO - Interservice Training Review Organization

JTO - Joint Training Objective

KSA - Knowledge, Skills, and Attitudes

LAW - Learning Analysis Worksheet

LOW - Learning Objective Worksheet

MCTIMS - Marine Corps Training Information Management System

MCCDC - Marine Corps Combat Development Command

MCISD - Marine Corps Instructional Systems Design

MCTFS - Marine Corps Total Forces System

MLF - Master Lesson File

MOS - Military Occupation Specialty

MPP - Manpower Plans and Policies

MSE - Major Subordinate Element

MTESD - MAGTF Training & Education Standards Division

MTT - Mobile Training Team

RA - Risk Assessment

RM - Risk Management

RAW - Risk Assessment Worksheet

OTA - Air Force Oracle Training Application

PAJE - Process for Accreditation of Joint Education

PME - Professional Military Education

POI - Program of Instruction

POM - Program Objective Memorandum

NAVMC 1553.2

21 Sep 2015

F-3 Enclosure (1)

PPBE - Planning, Programming, Budget, and Execution

ROP - Record of Proceedings

SACSCOC - Southern Association of Colleges and Schools Commission on

Colleges

SATE - Systems Approach to Training and Education

SDD - School Descriptive Data

SME - Subject Matter Expert

SOP - Standing Operating Procedures

SSC - Service School Code

STU - Subordinate Training Unit

TRNGCMD - Training Command

TECOM - Training and Education Command

TIP - Training Input Plan

TLO - Terminal Learning Objective

TPD - Target Population Description

TQM - Training Quota Memorandum

T&R - Training and Readiness

VBL - Values Based Leadership

VBT - Values Based Training

VBT/L - Values Based Training/Leadership

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G-1 Enclosure (1)

APPENDIX G

GLOSSARY

Academic Faculty. Consists of military personnel and civilians who are

directly involved in the design, development, instruction, assessment,

revision, and adaptation of the POI or curricula to ensure its standards,

quality, and relevance. Additionally, faculty members should be engaged in

the research, service, community of practice, and professional development in

their areas of competency.

Academic Time. Time required to transfer learning objective based

instruction, outcome based instruction, evaluating performance, or conducting

lesson purpose. The minimum amount of daily academic time is 7 hours.

Administrative Time. Time required in the POI to complete administrative

tasks necessary for the smooth functioning of the course.

Advocate. The Deputy Commandant or Counsel for the Commandant assigned to

represent the Marine Corps as well as identify and prioritize capabilities

required for specific organizational and functional areas.

Attributes. The manifestation of competencies and traits required of all

Marines to meet the challenges of the present and future operating

environments. Similar to how Mission Essential Tasks (MET) are the

measurement associated to “collective” tasks, Marine attributes are the

measurement associated to “individual” tasks. The Marine Attributes are:

Exemplary Character, Physically/Mentally Tough, Warfighter,

Decide/Act/Communicate, and Leadership.

Competencies. A specific range of knowledge, skills, attitudes (KSA)

expected of an individual Marine and are acquired through the integration of

training, education and experience. Competencies are not associated with a

specific course, but rather an individual’s capacity to perform a job.

Constructive (Training). Models and simulations that involve simulated

people operating simulated systems (e.g., MAGTF Tactical Warfare Simulation).

Real people make inputs to such simulations, but are not involved in

determining the outcomes.

Distance learning. Learning situation in which the instructor and/or

students are separated by time, location, or both. Education or training

courses are delivered to remote locations via synchronous or asynchronous

means of instruction (e.g. MarineNet, Blackboard). DL does not preclude the

use of the traditional classroom. The definition of “distance education” is

usually meant to describe something, which is broader than and entails the

definition of e-learning.

Education. Education, or more specifically, Professional Military Education

(PME), is the process by which knowledge is attained in order to develop the

analytical skills and critical thinking capability to enable Marines to adapt

quickly in any environment. PME conveys the broad body of knowledge and

develops the habits of mind that are essential to the military professional’s

expertise in the art and science of war. PME programs prepare leaders to

think critically, apply military judgment, and make ethical decisions to

solve complex problems in an environment of ambiguity and uncertainty.

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G-2 Enclosure (1)

Educational Objective. A concise statement that describes what students are

expected to learn as a result of an individual class or lesson within a

program or course of instruction. Educational objectives are the subordinate

elements that must collectively be learned to accomplish the broader

expectations of a Student Learning Outcome. The statement begins with an

action verb that indicates the desired level of learning (in accordance with

accepted educational taxonomies) and corresponding type of assessment. The

action verb is followed by an explanation of the specific subject matter to

be learned. NOTE: Relative to an Enabling Learning Objective (ELO).

Enabling Learning Objective. Describes the behavior for prerequisite

knowledge and skills necessary for a student to perform the steps identified

in the T&R event. Subordinate to the TLO.

Faculty Advisor. Similar to the roles and responsibilities of an instructor,

FACAD is a term that is used most commonly to describe the role of an

individual assigned to a teaching billet or faculty position that facilitates

learning within the organization. A FACAD can be a Marine, civil servant, or

other service member who teaches a designated course approved by the

appropriate general/flag officer in the chain of command. This individual

uses adult learning methodologies, typically in a small group setting, to

advance student learning and to provide one-on-one interaction with students

(e.g. mentoring, coaching, counseling).

Formal Instruction. Training and education (consisting of formal courses of

instruction) conducted by Marine Corps Formal Schools. It may also encompass

other Formal Schools and detachments whose curriculum falls under MCCDC’s

cognizance and/or review. Formal courses are identifiable by assigned course

identification (CID).

Formal School. An institution that develops and/or presents programs of

instruction or curricula approved by the appropriate General/Flag officer to

meet a specified training and education requirement.

High Risk Training. Basic or advanced individual or collective training

essential for preparing Marines and units for combat that, despite the

presence of and adherence to proper safety controls, exposes students and

instructors to the risk of injury, illness, death, or permanent disability;

or property damage, damage to national or service interests, or degradation

to efficient use of assets.

Instructor. Categorized as individuals assigned to a teaching billet or

faculty position that facilitate learning as their primary duty. An

instructor can be a Marine, civil servant, or other service member who

teaches a designated course approved by the appropriate general/flag officer

in the chain of command. Augmented personnel support used as training aids

(e.g. role players, demonstrator cadre) for instruction are not categorized

to be an instructor.

Learning Area. A logical classification of course content according to

subject matter areas or overarching themes.

Learning Environment. The physical conditions and surroundings in which a

job is performed, or in which learning takes place, including tools,

equipment, and job aids.

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G-3 Enclosure (1)

Learning Objective. A statement of the behavior or performance expected of a

student as a result of a learning experience, expressed in terms of the

behavior, the conditions under which it is to be exhibited, and the standards

to which it will be performed or demonstrated.

Learning Outcome. A concise statement that describes what students are

expected to learn as a result of completing a program or course of

instruction. The statement begins with an action verb that indicates the

desired level of learning (in accordance with accepted educational

taxonomies) and corresponding type of assessment. The action verb is

followed by an explanation of the specific subject matter to be learned. The

assessment measure(s) associated with each Learning Outcome form the basis

for student feedback and grading.

Learning Setting. All official learning occurs inside the Training and

Education continuum either at a Formal School, in the Operating Forces, or

via a Distance Learning (DL) product.

Lesson Purpose. Presents material that, while important, is not associated

with learning objectives of a specific individual or collective training

event and is not testable.

Live (Training). Real people operates real systems to include both live

people operating real platforms or systems on a training range and battle

staffs from joint, component or service tactical headquarters using real

world C2 systems.

Master Lesson File. A compilation of living documents that are kept in the

school to provide everything needed to conduct a lesson.

Non-academic Time. Time instructors are in contact with students as required

by the CG TECOM directives, various Marine Corps Orders, and the POI.

Non-Standard Training Devices. Devices developed, funded and/or acquired

independently of specific acquisition programs for major systems, end items,

or weapons. This includes generic devices which do not support a specific

system.

Process for Accreditation of Joint Education. A CJCS approved process for

oversight, assessment, and improvement of the Joint PME programs at

intermediate and senior colleges.

Program of Instruction. A POI is a service-level training and education

management document that describes a formal course in terms of structure,

delivery systems, length, intended learning outcomes, and evaluation

procedures.

Program Outcome. A broad statement of a complex and multifaceted outcome

intended for graduates to learn as a result of completing an educational

program.

Proponent. A Marine Corps official that assists advocates in representing

the Marine Corps and identifying capabilities required for a specific

functional area.

Residual Risk. Risk remaining after controls have been identified and

selected.

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G-4 Enclosure (1)

Risk Assessment. A structured process to identify and assess hazards. Risk

Assessment results in an expression of potential harm, described in terms of

severity, probability, and exposure to hazards known. It is accomplished in

the first two steps of the RM process.

Risk Assessment Code (RAC). An expression of the risk associated with a

hazard that combines its severity and probability into a single Arabic

numeral which can be used to help determine hazard abatement priorities.

This is typically accomplished through risk assessment using a risk

assessment matrix. The basic RACs are 1-Critical, 2-Serious, 3-Moderate, 4-

Minor, and 5-Negligible.

Risk Management. A process that assists organizations and individuals in

making informed risk decisions in order to reduce or offset risk, thereby

increasing operational effectiveness and the probability of mission success.

It is a systematic, cyclical process of identifying hazards and assessing and

controlling the associated risks. The process is applicable across the

spectrum of tasks and missions, both on and off duty.

School Descriptive Data. A significant upgrade to the Curriculum Management

Development Module (CMD) has been conducted in MCTIMS to better support the

PPBE process. This upgrade will give the Formal School staff and the higher

headquarters staff, better visibility and thus better management of overall

resource requirements for specific POIs and Formal School overhead. The SDD

will capture a roll up of POI resource requirements and Non-POI resource

requirements for the Formal School.

Southern Association of Colleges and Schools Commission on Colleges. The

regional body for the accreditation of degree-granting higher education

institutions in the Southern states

Support Personnel. Support Personnel are primarily responsible for the

general support of the Formal School (e.g. administration, supply, logistics,

operations). Although support personnel focus on the day-to-day operations

of the Formal School, they can also be requested to assist faculty members as

an adjunct member.

Terminal Learning Objective. Describes the behavior a student is expected to

perform upon completion of a lesson, topic, major portion of a course, or

course completion.

Training. The process by which skills are developed through progressive

repetition of tasks commensurate with required capabilities (MCDP 1).

Training can be executed across three domains: Live, Virtual, and

Constructive (LVC). Training can be executed across three domains: Live,

Virtual, and Constructive (LVC) or a combination thereof.

Training Device. An item designed or modified for training purposes. The

device will normally involve simulation, stimulation, substitution, or

miniaturization. Training devices, particularly for weapon systems, are

intended to complement (not replace) live fire training.

Values Based Leadership. VBL is recognizing the inherent responsibility of

leaders at all levels in reinforcing VBT.

Values Based Training. VBT is the reinforcement and sustainment of the

values subjects introduced in recruit training. Those values subjects also

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21 Sep 2015

G-5 Enclosure (1)

have a corresponding annual training requirement for all Marines as

identified in MCBUL 1500.

Virtual (Training). Real people operating simulated systems. Virtual

simulations inject humans-in-the-loop in a central role by exercising motor

control skills (e.g., flying an air platform simulator, engaging targets in

indoor simulated marksmanship trainer), decision skills, and/or communication

skills.