Fire Resume_DiPietro
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Robert DiPietro is an experienced fire service professional with over 40 years of experience rising from firefighter to Deputy Chief. He has a proven track record of developing innovative programs, such as creating the modern urban technical rescue company and an efficient incident reporting system. Currently, he is seeking a new fire service career opportunity with a progressive fire district where he can continue to be an adaptive change agent and leader.
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Course Syllabus
Course Description
A progressive primer for students who want more knowledge about fire and emergency services administration. The course
demonstrates the importance of the following skills necessary to manage and lead a fire and emergency services
department through the challenges and changes of the 21st century: Persuasion and influence; accountable budgeting;
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8. Report on the importance of communications technology, fire service networks, and the Internet when conducting
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2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
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3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
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Course SyllabusCourse DescriptionA progressive primer .docx
Course Syllabus
Course Description
A progressive primer for students who want more knowledge about fire and emergency services administration. The course
demonstrates the importance of the following skills necessary to manage and lead a fire and emergency services
department through the challenges and changes of the 21st century: Persuasion and influence; accountable budgeting;
anticipation of challenges; the need for change; and using specific management tools for analyzing and solving problems.
Course Textbook(s)
Purchase, D. J. (2017). Chief officer: Principles and practice (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Assess the importance of positively influencing community leaders by demonstrating effective leadership.
2. Analyze the concept of change and the need to be aware of future trends in fire management.
3. Outline the priorities of a budget planning document while anticipating the diverse needs of a community.
4. Develop a clear understanding of the national assessment models and their respective approaches to certification.
5. Discuss the elements of effective departmental organization.
6. Analyze the value of a community-related approach to risk reduction.
7. Classify what training and skills are needed to establish departmental organization.
8. Report on the importance of communications technology, fire service networks, and the Internet when conducting
problem-solving analysis and managing trends.
Prerequisite(s)
No prerequisite courses are required by CSU for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Learning Activities (Non-Graded): Non-Graded Learning Activities are provided to aid students in their course of
study.
7. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
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This report aims to distinguish the opportunities in the market by understanding the form, function and distinctive aspect of a product and correlate to the work conditions of firefighter in the midst of fighting bushfires.
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This document provides guidelines to help schools develop emergency plans that comply with the Standardized Emergency Management System (SEMS). SEMS is required by California law to standardize emergency response. The guidelines explain that schools must have plans to address earthquakes and other emergencies, as well as conduct trainings and drills. It also summarizes the key components of SEMS and provides a checklist and template to help schools incorporate SEMS into their emergency response plans and procedures.
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The document summarizes the findings of a 2016 needs assessment of emergency management programs at higher education institutions. It found that while 83% have response plans, planning is more focused on response than continuity or recovery. Only 65% conduct risk assessments and 45% have training and exercises. Recommendations include refunded federal grants, executive leadership training, and mutual aid agreements to leverage resources across institutions. Establishing an incident management team can enhance response, continuity, and recovery efforts.Similar to Fire Resume_DiPietro (20)
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Fire Resume_DiPietro
- 1. Robert DiPietro 11289 W Sandby Green Place Marana, AZ 85653 (520) 668-5651 rdipietro14@gmail.com www.linkedin.com/in/rdipietro14 Fire Service Professional, Leader, Innovator, Adaptive Change Agent, Educator, ExecutiveFire Officer SUMMARY I am an experienced fire service professional with over 40 years of firefighter experience. I progressed from the back step to the front seat, working as an innovativefire officer. I am a program builder that developed the modern day urban technical rescue company, reinvented an efficient incident reporting system, and developed strategic training plans for the New Britain Fire Department. I am an adaptive change agent that moved my family to Arizona to start a new chapter in the fire service. I developed incident management techniquesand created a high school fireservice program that combined academic and skills-based training. I now want to continue my fire service career with a major progressive fire district or organization JOB DUTIES Pima County Joint Technical Education District, Tucson, Arizona (January, 2008 to August 2015) Chief Fire Instructor; High School Firefighting Class I created a fire service class that provides high school juniors and seniorsthe opportunity to earn up to 18.5 community college credits using the Fire and Emergency Services for Higher Education (FESHE) developed at the National Fire Academy. Students also have the opportunity to earn their Firefighter I and II certifications through the Arizona Center for Fire Service Excellence. Northwest Fire District, Tucson, Arizona (August 2007 to April 2010) Battalion Chief/Shift Commander for five (5) Fire Stations I created a systematic method of managing fire incidents with personalized tactical worksheets. I also developed a fire-flow application using a spreadsheet to calculate needed fire flow for most common structure fires. This ensures the properwater flow to safely extinguish fires based on the ISO square footage formula. I used data to determine the district’s standard of cover for resource deployment. New Britain Fire Department, New Britain, Connecticut (September 2005 to August 2007) Deputy Chief of Training (retired) I spent 27 years rising through the ranks from Private to Deputy Chief. As a Captain, working an administrativeassignment, I solved a major problem with our department’s incident reporting system. I created a policy to ensure accurate and timely data entry of our incidents. I also developed an implementation plan for our department to begin emergency medical first responder dutiesin 2005. During my tenure I wrote several successful Assistance to Firefighter Grant (AFG) requests. This secured protective clothing,
- 2. Robert DiPietro 11289 W Sandby Green Place Marana, AZ 85653 (520) 668-5651 rdipietro14@gmail.com www.linkedin.com/in/rdipietro14 breathing apparatus, supply hose, and a fire safety trailer. As Training Chief, I developed a comprehensivetraining plan for our members. This included basic firefighting, officer development, and succession planning. EDUCATION: Grand Canyon University Master of Science ExecutiveFire Service Leadership (May, 2011) National Fire Academy Executive Fire Officer Program (Completed December, 2010) The Executive Fire Officer Program at the NFA is considered the highest achievement a fire service leader can receive. Students are required to submit one Applied Research Paper (ARP) each year. The research provided alignswith the Fire Service’s strategic objectives developed by the NFA. I have two ARP’s published in the National Fire Academy's Library. These papers may be reviewed at my portfolio site. https://sites.google.com/site/robertdipietroportfolio/home/education-papers Charter Oak State College Associates of Science (2005) Bachelors of Science (2006) Concentration-Public Safety Administration (GPA 3.91) TECHNICAL COMPETENCIES Computer Operating Systems At Pima JTED, I created an all-digital classroom using Google Apps for Education. It streamlined our curriculum delivery and improved our students’ performance. PROFESSIONAL ASSOCIATIONS: International Association of Fire Chiefs International Society of Fire Service Instructors