Instructors are hired as When Actually Employed (WAE) employees. WAEs employees are not full-time, are not prohibited from holding full or part-time work elsewhere, and are not required to reside in Louisiana. We are currently hiring for the instructor positions listed below.
To apply, fill out the appropriate pdf application file and email to email@example.com.
This course provides a brief overview of biological incidents that have occurred; biological agents that are naturally occurring, could be accidentally released, or could be used deliberately; the typical course of disease and how that may vary in a deliberate incident; an overview of biological agents as terrorist weapons; and methods of protection from biological agents (with an emphasis on protection using methods and equipment readily available to emergency responders and the general public). This course can be considered an introductory course to Emergency Response to Domestic Biological Incidents (PER-220).
This course trains law enforcement personnel on actions they can take to prevent, deter and respond to terrorist acts. The law enforcement officer is part of the front line defense in preventing and deterring WMD terrorist incidents where the release of WMD agents is likely to occur because of criminal actions. The nature of law enforcement officers’ daily work environment provides them with an enhanced understanding of the community not shared by the public. This heightened community awareness provides law enforcement officers with a unique opportunity to prevent or deter potential WMD terrorist incidents.
This awareness level course focuses on the recognition, prevention, and deterrence of terrorist activity and crime-related high consequence events for law enforcement and other public safety professionals. Subject areas covered in the course include intelligence gathering, threat recognition, community-oriented policing, counterfeit identification detection, information sharing among agencies and chemical, biological, radiological, nuclear and explosive (CBRNE) agents or materials that can be procured either legitimately or illegally to produce a WMD.
Emergency responders, security professionals, security support staff, and the public must work together to identify suspicious objects, substances, and people. This course trains public safety personnel to improve their observational techniques by using a four-step ongoing screening process that includes increasing protective awareness, identifying preoperational behaviors, evaluating, and taking action. Participants will use fictional scenarios to examine each step of the process.
At the end of this course, participants will be able to better recognize, communicate, and act upon suspicious behaviors that could indicate a terrorist attack.
This awareness-level course presents participants with the core capabilities required for intelligence personnel from an all-crimes, all-hazards perspective. It encompasses traditional crimes, domestic and international acts of terrorism, and other potential crises. This course introduces entry-level intelligence personnel to intelligence and distinguishes between intelligence and information. Among the topics covered are the Intelligence Community, responsibilities of intelligence personnel, and goals and uses of criminal intelligence products. The potential range of customers and their needs are addressed. It incorporates the five-step intelligence process and the importance of critical and creative thinking as it pertains to analysis of information and the intelligence process. Participants will become familiar with the Information Sharing Environment, suspicious activity reporting, and legal authorities and guidance associated with criminal intelligence collection and use, including privacy, civil rights, and civil liberties laws. Finally, this course addresses the benefits of forming strategic partnerships and collaborative networks.
The goal of this course is to ensure intelligence personnel leave equipped with the knowledge and tools necessary to manage, staff, and operate criminal intelligence enterprises within their agencies, in order to help protect and prevent potential threats to the public.
This course is designed to help participants safely and effectively respond to a biological incident by using an integrated approach. The course provides detailed information about various biological agents and possible methods of dissemination-whether naturally occuring or intentional. Participants will identify appropriate assessment and response actions and will review personal protection, containment measures, and tools that may be accessed during a biological incident.
The goal of this course is to provide law enforcement tactical team personnel with the knowledge, skills and abilities to safely and effectively perform tactical mission responsibilities in weapons of mass destruction (WMD) and hazardous material environments.
The goal of Tactical Operations for CBRNE Incidents is to provide law enforcement tactical team personnel with the knowledge, skills, and abilities to safely and effectively respond to chemical, biological, radiological, nuclear, and explosive (CBRNE) incidents.
This course addresses technical aspects associated with a tactical law enforcement response to a chemical, biological, radiological, nuclear, or explosive (CBRNE) incident. As such, it provides both detailed technical information and hands-on application of actions required for the safe and effective conduct of tactical operations in CBRNE environments.
This course addresses specific fundamentals and skills associated with an emergency response to a WMD incident. As such, it provides detailed technical information and includes hands-on practice of actions required of emergency responders in such situations.
Participants are provided the opportunity to perform public safety sampling techniques required in the response to a WMD event. Of special interest is the course’s emphasis on collecting forensically valid samples, which is accomplished through maintaining a secure chain-of-custody for the sample from the time of collection through laboratory analysis. This process is consistent with the FBI 12-step process for managing a crime scene, including those involving a WMD.
This course addresses response in a hazardous environment, with emphasis on evidence collection and recovery, as well as the paradigm shifts that are required for crime scene investigators to safely conduct a crime scene investigation in these types of environments. The course is designed so that participants will develop the required knowledge, skills, and ability to investigate a chemical, biological, radiological, nuclear, and high-yield explosive (CBRNE), toxic industrial chemical (TIC), or hazardous environment crime scene for the identification, documentation, presumptive field testing, preservation, and collection for laboratory analysis of CBRNE/TIC and non-CBRNE/TIC forensic evidence.
The course will address these areas by following the FBI 12-step crime scene management process as applied to a high consequence event. This will enable participants to properly collect evidence that may be used in a criminal prosecution. Finally, the course is intended to enhance the participants' skills needed to provide expert testimony for the successful prosecution of the perpetrators of a criminal hazardous environment.
This course provides training on the fundamental elements of the CAMEO Suite of programs as they relate to emergency situations. As such, it includes detailed technical information and hands-on practice of critical elements in the CAMEO system and its associated programs (CAMEO Chemicals, CAMEOfm, ALOHA and MARPLOT). To better understand how the programs interface, participants are provided opportunities to practice key procedures that allow users to enhance planning and response activities associated with community risks. These exercises clarify the connections between the programs and how they can enhance emergency planning and response activities.
The Law Enforcement Active Shooter Emergency Response (LASER) course uses a mixture of classroom presentations, hands-on field training, and practical exercises to enhance the response capabilities of law enforcement officers in order to effectively respond to and stop an active shooter incident.
This course addresses the training needs of staff who have a role in foodborne outbreak response. Participants include individuals from state and local government agencies with experience in foodborne disease outbreak response and knowledge of their agency's outbreak investigation capabilities. Partners from federal agencies and the food industry will also benefit from participation in this course, since it identifies how the skills, resources, and expertise of all levels of government can be coordinated within an integrated national food system.
Knowing how and when to engage the expertise of these specialists can save time during investigations, which can mean fewer illnesses and deaths. This course provides strategies for leveraging resources at all levels of government as well as food industry subject matter experts to build investigation and response capabilities. Overall, this course will help these entities function as a team during a foodborne outbreak response.
This course primarily serves to give insight into adult education and enhance the instructional skills and styles of experienced instructors. The course focuses on best teaching and training practices, and it enhances understanding of instructor competencies set by the International Board for Standards for Training, Performance, and Instruction (ibstpi®). This course emphasizes the active, learner-centered style of delivery and student experience. Instructors of the course model how to facilitate classroom discussions and motivate and encourage participants. Participants in the course will reflect on their learning and have many opportunities for self-evaluation. The course follows a problem-based training model, focusing on providing performance, technical, and higher-level skills instruction. Organizations that want courses delivered with professional polish could benefit from this professional development opportunity to ensure proficiency in training methodology and strategy.
It incorporates effective problem-based instruction in addition to the traditional lecture format. Facilitation of classroom discussions, motivation and encouragement of participants, and self- evaluation are modeled throughout this course.
Expert-level instructors deliver this modular course within a three-day timeframe. Training occurs in the form of lectures, group discussions, practical exercises, and peer- and self- assessments. Participants spend significant time working in small groups and participating in facilitated discussions and teachbacks to develop and enhance their training skills.
This course provides participants with an understanding of and ability to navigate through the difficult aspects of dealing with campus emergencies involving natural or manmade events, including acts of violence. The course consists of small, problem-based, integrated group activities that require a coordinated, integrated approach to solve. Through tabletop scenarios, course participants will observe a developing incident and respond in a manner consistent with currently established campus and jurisdictional emergency operations procedures.
Any community is vulnerable to a challenging public safety situation—an active shooter at a shopping mall; a train derailment with hazardous chemicals; a bombing incident in a commercial district; a plane crash; or a chemical, biological, radiological, or nuclear (CBRN) attack. These types of attacks require all available resources and may expand past a single jurisdiction’s capabilities. Because a single agency is unlikely to be equipped to handle such an event, it is critical that effective and efficient coordination efforts be in place among cooperative agencies. These attacks, known as complex coordinated attacks (CCA), involve multiple threats that often exceed conventional response tactics and require a joint response involving members from varying disciplines and jurisdictions. This course will enhance the response capabilities of first responders to CCAs through classroom instruction and a practical exercise.
Among the topics covered during the classroom instruction are characteristics of a CCA, public safety response considerations, command operations and strategies, critical information about situational and domain awareness, and techniques for problem solving. Several notable case studies will be presented to provide real-life examples of the characteristics of a CCA.
The Active Threat Integrated Response Course (ATIRC) is a 24-hour performance level direct delivery course designed to improve integration between law enforcement, fire, and emergency medical services (EMS) in active shooter events. The course provides law enforcement officers with key medical skills based on tactical emergency casualty care (TECC) guidelines which can be used at the point of injury (POI) to increase survivability of victims. The course also provides a model framework for law enforcement, fire, and EMS to integrate responses during an active shooter event through the rescue task force concept using the Active Shooter Incident Management Checklist.
Active Threats on Campuses: Protective Measures and Response is an 8-hour, performance-level course that aims to strengthen the response capabilities of those working in a campus environment in preparation for a potential active threat incident. An active threat incident will test the resolve of both law enforcement first responders and non–law enforcement campus personnel. It is critical for these parties to work together to prevent or mitigate the effects of an active threat. Participants will examine various techniques and principles that can be used to effectively combat active threats of all types.
This course provides comprehensive planning tools to mitigate impacts on communities during large-scale incidents and examines the need for collaboration among responders in a community-wide disaster response. It is taught through a combination of facilitated discussion, hands-on training and traditional instruction. Recognizing that response to disasters differs by locale, the course can be tailored to local participant needs. Several activities rely on the varied expertise and experiences of the audience to provide information about their planning considerations and response roles.
This course teaches participants how to create effective training plans for their agencies and jurisdictions. By evaluating their abilities to meet their emergency operations plan (EOP) using traditional and national preparedness tools, participants can answer the following critical readiness questions:
- How prepared do we need to be?
- How prepared are we?
- How do we prioritize efforts to close the difference?
Agencies that plan and train together are much better equipped to successfully respond together. In this course, participants learn a Jurisdiction Training Assessment Process in which an integrated assessment team creates a jurisdictional profile and evaluates their abilities to meet their EOP. Participants are then able to identify and catalog training gaps and identify ways to close them by prioritizing training efforts, developing improvement plans and implementing a course of action.
This course helps jurisdictions develop a plan to effectively respond to a large food emergency. The goal of the course is to encourage multidisciplinary, multiagency planning to quickly mobilize resources in a food emergency. The course uses a whole community approach combined with NIMS, the Incident Command System (ICS), and the Emergency Operations Center (EOC) to respond to food emergencies.
Participants will learn how to identify a food emergency that should trigger a response; apply the principles of ICS; determine roles during a food emergency; identify resources; successfully communicate with other agencies and the public; and what to do during the recovery phase. The course combines facilitated discussion and scenario-based training to give participants tangible experience applicable to a real-world food emergency.