Lee Weems — First Person Safety / Rangemaster Staff Instructor
Lee Weems — First Person Safety / Rangemaster Staff Instructor
Professional Biography
Lee Weems is a Georgia law-enforcement professional, firearms instructor, adult educator, competitive shooter, instructor developer, and owner of First Person Safety. Since becoming a peace officer in 1999, Weems has served at the local, state, and federal levels in assignments including patrol, field training, investigations, supervision, and multiple terms as Chief Deputy. His professional influence within the firearms-training community is particularly strong in instructor development, shooter diagnostics, adult learning, deliberate-speed shooting, practical handgun and shotgun instruction, and improving the relationship between curriculum design and measurable performance. (First Person Safety)
Official business: First Person Safety
Weems holds Georgia POST general and firearms-instructor credentials and has completed instructor programs through the FBI and Federal Law Enforcement Training Centers. He earned the Distinguished Weapons Expert rating in FLETC’s Firearms Instructor Training Program and holds Master Firearms Instructor certifications through Rangemaster and the Georgia Association of Law Enforcement Firearms Instructors. He has also completed Force Science certification and FLETC programs dealing with use of force, active-shooter response, and tactical medicine. (First Person Safety)
His educational background differentiates him from many firearms instructors. Weems completed graduate study in Workforce and Adult Education, bringing formal instructional theory into a field that has traditionally relied heavily on apprenticeship and subject-matter expertise. That background is now directly visible in his instructor-development work. Rangemaster’s 2026 Enhanced Coaching Skills course, led by Weems, specifically addresses adult-learning characteristics, shooter diagnostics, deliberate speed, and individual coaching for already-certified firearms instructors. (Corsizio)
Weems’ professional significance is therefore broader than teaching people to shoot.
His work asks a more difficult question:
How do we make firearms instructors better at producing learning?
That means examining not merely what an instructor knows, but:
how information is structured,
how students are diagnosed,
how feedback is delivered,
why a drill exists,
whether a course of fire measures what the instructor thinks it measures,
how individual coaching can coexist with managing an entire firing line,
and whether students leave with tools that allow continued improvement.
Independent evidence strongly supports this framing. A 2023 Police1 review of Weems’ Instructor Camp described a program designed to make experienced instructors think more deeply about instructional design, the purpose behind courses of fire, individual coaching, managing groups of shooters, and explaining why training exercises exist. The author concluded that attendees would leave as better instructors. (Police1)
A concise description of his influence is:
Lee Weems is a law-enforcement firearms instructor and adult educator whose principal contribution to contemporary firearms training is helping instructors move beyond demonstrating techniques toward diagnosing shooters, designing purposeful training, coaching individuals effectively, and understanding why their curriculum produces—or fails to produce—learning.
Key Areas of Expertise / Notable Contributions
Instructor development — Weems has increasingly focused on developing other firearms instructors rather than simply teaching end users. His Instructor Camp and Rangemaster Enhanced Coaching Skills programs explicitly target certified instructors. (Police1)
Adult-learning methodology — Weems completed graduate study in Workforce and Adult Education and applies that formal educational background directly to firearms instruction. (Patreon)
Shooter diagnostics — his current curricula emphasize determining why a shooter is producing a particular result rather than merely naming the visible error. His Trigger Management course begins with diagnosis of what causes misses and then develops corrective strategies. (Dawson Self Defense)
Deliberate speed — Weems teaches the relationship between accuracy, cadence, and time rather than treating speed as simply “shoot faster.” Deliberate speed appears as a recurring element in his own coursework and current Rangemaster instructor education. (Corsizio)
Law-enforcement firearms instruction — Weems has been a peace officer since 1999 and holds firearms-instructor credentials through Georgia POST, the FBI, FLETC, Rangemaster, and GALEFI. (First Person Safety)
Shotgun instruction — his Social Shotgun curriculum emphasizes practical manipulation, pattern accountability, ammunition understanding, and the peculiarities of individual shotguns rather than treating the platform as a generic long gun. Independent reviews identify him as one of the instructors continuing to preserve serious shotgun education. (CIVILIAN DEFENDER)
Competitive/performance shooting — Weems has earned an Advanced rating at Rogers Shooting School, Distinguished Weapons Expert status at FLETC, and Master-class classifications in multiple IDPA divisions. (Dawson Self Defense)
Rangemaster instructor development — after graduating from Rangemaster’s Instructor Development Course as Top Gun in 2014, Weems ultimately became a Rangemaster staff instructor and now teaches advanced instructor continuing education. (That Weems Guy)
Professional cross-pollination — current Rangemaster programs place Weems alongside Tom and Lynn Givens, John Hearne, Tiffany Johnson, Aqil Qadir, and other major instructors teaching continuing education to the Rangemaster instructor network. (Corsizio)
Law-Enforcement Foundation
Weems has served as a peace officer since 1999.
His official biography documents service at:
local,
state,
and federal
levels. (First Person Safety)
His assignments have included:
patrol officer,
field training officer,
detective,
supervisor,
Chief Deputy,
and full-time trainer. (First Person Safety)
This breadth matters.
Each assignment exposes different weaknesses in organizational training.
A patrol officer experiences what academy material actually looks like in uncontrolled environments.
A field training officer observes how inexperienced officers transfer classroom knowledge into real decisions.
A detective sees incidents after the fact.
A supervisor sees organizational trends.
A Chief Deputy sees the consequences of training at the agency level.
An instructor has to translate all of that into curriculum.
Field Training and Adult Learning
Field training is particularly relevant to understanding Weems’ later work.
A field training officer does not simply demonstrate tasks.
The FTO must:
observe behavior,
identify problems,
distinguish knowledge deficits from performance deficits,
provide feedback,
evaluate progress,
and decide when the trainee can operate independently.
Those are coaching functions.
That same diagnostic mindset appears throughout Weems’ firearms instruction.
The Instructor Problem
Firearms culture often assumes that a good shooter naturally becomes a good instructor.
That assumption is weak.
Shooting and teaching are different skills.
A skilled shooter must understand:
how to perform.
A skilled instructor must also understand:
why someone else cannot perform,
what information that person needs,
how to communicate it,
how much information to provide,
when to intervene,
when to allow experimentation,
and how to determine whether learning occurred.
This difference is central to Weems’ professional contribution.
Formal Education Meets Firearms Training
Weems completed graduate work in Workforce and Adult Education. (Corsizio)
That matters because professional firearms instruction frequently develops through occupational tradition:
an instructor attends a class,
learns a drill,
returns home,
and teaches the drill.
That process can transmit useful information.
It can also transmit:
poorly understood exercises,
weak explanations,
incorrect causal assumptions,
and training rituals whose original purpose has been forgotten.
Formal adult-education theory introduces another question:
How does the student actually learn?
Knowing Is Not Learning
An instructor may present accurate information.
That does not mean the student learned it.
The student may:
hear it,
understand it intellectually,
perform it once,
and still be unable to reproduce it independently.
Effective instruction therefore requires more than information delivery.
It requires changes in student capability.
This distinction is fundamental to Weems’ instructor-development work.
Rangemaster
Weems’ relationship with Rangemaster is particularly important.
In 2014, he attended Rangemaster’s Instructor Development Course at the organization’s former Memphis facility.
The program required students to:
shoot,
coach other shooters,
take written examinations,
and make instructional presentations. (That Weems Guy)
Students needed to meet minimum performance standards on both shooting and academic components.
Weems finished as the class Top Gun, with the highest aggregate score. (That Weems Guy)
From Student to Staff Instructor
The more significant development came later.
Weems did not simply earn a Rangemaster certificate and use it as a résumé item.
He became part of the Rangemaster instructional ecosystem.
Today, Rangemaster identifies him as a staff instructor, and he teaches continuing education specifically for other firearms instructors. (Rangemaster)
That transition demonstrates professional trust.
An organization known for instructor development now uses Weems to develop its own instructor population.
Enhanced Coaching Skills
The 2026 Enhanced Coaching Skills course may be the clearest expression of Weems’ current professional role.
The class is restricted to:
Rangemaster-certified instructors
or
law-enforcement firearms instructors who have completed recognized state or federal instructor programs. (Corsizio)
The students are already instructors.
The objective is to make them better instructors.
Coaching Rather Than Merely Instructing
The course focuses on:
adult-learning characteristics,
shooter diagnostics,
deliberate speed,
and individual coaching. (Corsizio)
Those topics reveal an important distinction.
Instruction can be:
Here is the technique. Do this.
Coaching asks:
What is preventing this particular person from producing the desired result?
That requires closer observation.
Diagnosis Before Prescription
A medical analogy is useful.
A physician who prescribes treatment without understanding the problem is guessing.
An instructor can do the same thing.
Student misses low left.
Instructor says:
“Stop jerking the trigger.”
But that description may merely rename the result.
It does not necessarily identify the cause.
Weems’ Trigger Management curriculum directly attacks this problem.
The class begins with a diagnostic process intended to show the shooter what is actually producing misses, then develops trigger reset and deliberate-cadence skills. (Dawson Self Defense)
“Don’t Jerk the Trigger” Is Not Coaching
This is a particularly useful example of Weems’ philosophy.
A student misses.
The instructor says:
“You jerked the trigger.”
The student asks:
“How do I stop?”
The instructor responds:
“Don’t jerk the trigger.”
Nothing useful has occurred.
The shooter already knows the bullet did not go where intended.
A useful instructor must explain:
what happened,
why it happened,
what the shooter should perceive,
and what change is likely to alter the result.
That is diagnosis.
Cause Versus Symptom
Good coaching separates:
symptom
from
cause.
A miss is a symptom.
The shooter may have:
disturbed alignment,
changed grip pressure,
visually abandoned the sights,
introduced unnecessary muscular tension,
or disrupted the trigger movement.
The instructor has to determine what actually occurred.
A canned correction is inadequate.
Deliberate Speed
Weems is also strongly associated with the concept of deliberate speed.
The term is useful because firearms instruction often creates a false binary:
slow and accurate
versus
fast and inaccurate.
Real performance exists on a continuum.
The shooter must learn to apply the appropriate amount of time to the difficulty of the shot.
Not Every Shot Requires the Same Cadence
A large target at short distance may permit rapid shooting.
A smaller target farther away requires more information and greater control.
A partial target may require additional confirmation.
The shooter should not operate at one universal speed.
The difficulty of the problem should regulate the cadence.
That is deliberate speed.
Learning to See
This also makes deliberate speed partly a visual problem.
The shooter must learn:
what information is necessary,
when enough information has been obtained,
and when the gun is ready to fire again.
Excessive confirmation wastes time.
Insufficient confirmation produces misses.
The correct amount depends upon the problem.
Instructor Camp
Weems’ Instructor Camp provides perhaps the strongest independent evidence of his contribution to instructor development.
In 2023, Police1 published a detailed review by experienced law-enforcement firearms instructor Warren Wilson. (Police1)
The class was initially populated by experienced Rangemaster-certified instructors.
That is significant.
These were not beginning shooters.
They were people who already taught firearms professionally.
What Do Instructors Need?
Wilson described Weems as someone who identifies what firearms instructors need even when they do not necessarily recognize the gap themselves. (Police1)
For Instructor Camp, Weems focused on a common professional problem:
How does an instructor coach an individual while simultaneously managing an entire firing line?
That is an excellent training problem.
One Shooter Versus Ten Shooters
One-on-one coaching is comparatively simple.
The instructor can devote complete attention to:
one stance,
one grip,
one trigger press,
one visual pattern.
A police firearms instructor may instead have:
10,
15,
or 20
shooters on the line.
One shooter needs technical correction.
Another has an equipment problem.
Another does not understand the drill.
The entire group still needs:
safety,
timing,
commands,
and supervision.
Instruction must scale.
Scaling Coaching
Weems’ Instructor Camp was deliberately designed around this problem.
Students had to teach and run courses of fire while:
using assistant instructors,
managing multiple shooters,
explaining the purpose of the drill,
and operating within defined time and ammunition constraints. (Police1)
This turns instructor development into performance.
The instructor does not merely discuss teaching.
The instructor must teach.
Why Does This Drill Exist?
Another major theme of Instructor Camp was the “why” behind courses of fire. (Police1)
This is a deceptively important question.
Firearms instructors frequently accumulate drills.
Someone posts one online.
A respected trainer uses another.
A department has always shot another.
Eventually the training calendar fills with exercises.
But the instructor may never ask:
What capability is this drill actually intended to develop or measure?
Drills Are Tools
A drill is not training simply because ammunition is being fired.
A drill should serve a purpose.
It may:
diagnose a problem,
isolate a skill,
measure a standard,
introduce a concept,
add pressure,
or provide practice.
If the instructor cannot explain what the drill is accomplishing, its presence in the curriculum becomes questionable.
Course Design
This is where Weems’ adult-education background becomes especially visible.
Curriculum should not be a pile of individually interesting exercises.
It should have architecture.
Each component should support a learning objective.
Skills should build logically.
Difficulty should increase appropriately.
Assessment should relate to what was taught.
That is instructional design.
“The Why” Matters
Students also learn better when they understand purpose.
“Shoot this drill because I told you to” creates compliance.
“Shoot this drill because it isolates this specific problem, and here is what you should observe” creates understanding.
Understanding supports transfer.
The student can then recognize similar problems elsewhere.
Individual Coaching
Instructor Camp also required students to evaluate and critique one another. (Police1)
This is significant.
Instructors often become accustomed to being the authority in the room.
Peer critique removes that comfort.
Another experienced instructor may see:
confusing commands,
poor sequencing,
an unexplained assumption,
inefficient line management,
or an exercise that does not measure what its author intended.
That feedback improves the teacher.
Teaching as Performance
Firearms instructors routinely measure student shooting performance.
They less frequently measure instructor performance.
But teaching itself has observable outcomes.
Did students understand the task?
Was the line safe?
Was the explanation efficient?
Could students execute?
Did the exercise achieve the intended learning objective?
Could the instructor diagnose failures?
Those can all be evaluated.
Instructor Accountability
This creates a useful form of accountability.
If a class consistently produces poor outcomes, the default explanation should not always be:
bad students.
The curriculum may be weak.
The explanation may be unclear.
The drill may be poorly designed.
The instructor may be giving incorrect feedback.
Professional teaching requires willingness to examine those possibilities.
A Student of Other Instructors
Weems’ own development also demonstrates a strong culture of continued education.
His public writing documents attendance at courses from:
Rangemaster,
Rogers Shooting School,
IALEFI,
Ernest Langdon,
Craig Douglas,
Ken Hackathorn,
and numerous other professional instructors and organizations. (That Weems Guy)
This is important.
The instructor who stops being a student eventually teaches a snapshot of the field from years earlier.
Bringing Training Back to the Agency
One particularly revealing early example appears in Weems’ 2012 account of an IALEFI Master Instructor Development Program.
He specifically described bringing ideas and professional connections from the course back to improve his sheriff’s office training program. (That Weems Guy)
That demonstrates knowledge transfer:
outside instructor development
→ agency instructor
→ department training program
→ officers.
This is second-order institutional influence.
Agency Performance
There is some evidence that Weems’ agency training produced strong measurable shooters.
Karl Rehn wrote in 2019 that four of the top five Rangemaster Casino Drill scores at the time had been shot by deputies from Weems’ department who trained with him regularly. (Notes from KR)
That does not prove a complete causal relationship.
Good shooters may also seek extra practice.
But it is useful corroborating evidence that the training culture around Weems produced high-level performance among multiple agency members.
Instructor Influence Is Multiplicative
This is one reason Weems’ instructor-development role is more important than the number of individual students he personally teaches.
Suppose he coaches one firearms instructor.
That instructor teaches 100 officers per year.
The instructor continues teaching for ten years.
The initial coaching may indirectly affect a thousand students.
Multiply that across a national instructor network.
Instructor education scales.
Rangemaster Network
Rangemaster is particularly important in this respect.
Its instructor programs have produced a distributed network of firearms instructors across the United States.
Weems now teaches within that network.
Current Rangemaster programming places him alongside:
Tom Givens,
Lynn Givens,
John Hearne,
Tiffany Johnson,
and Aqil Qadir
providing continuing education to already-certified instructors. (Corsizio)
That is a high-value position for second-order influence.
Adult Education as a Missing Piece
Firearms instructors often invest heavily in:
shooting schools,
tactical courses,
equipment,
competition,
and professional credentials.
They sometimes invest much less in:
education theory,
coaching methodology,
curriculum design,
and communication.
Yet those are the mechanisms through which knowledge reaches students.
Weems’ career helps correct that imbalance.
The Best Shooter Is Not Automatically the Best Coach
Elite performance can actually create a teaching problem.
Experts sometimes forget what it feels like not to know.
A skilled shooter may perform a process unconsciously.
When asked how, the shooter gives an incomplete answer because important steps have become automatic.
The coach must reverse-engineer performance.
That requires deliberate observation and communication.
Expertise Must Be Translated
This is where adult-learning principles become useful.
The instructor must translate expert knowledge into:
understandable concepts,
manageable tasks,
feedback,
practice,
and progressive challenges.
Otherwise expertise remains trapped inside the instructor.
Teaching is the process of making it transferable.
Trigger Management
Weems’ Trigger Management material is a practical example.
Rather than treating trigger control as a slogan, the class works from diagnosis into deliberate cadence and recovery. (Dawson Self Defense)
This transforms a vague instruction:
“press the trigger correctly”
into an observable skill-development process.
That is representative of his broader style.
Social Shotgun
Weems is also well known for Social Shotgun.
Independent reviews describe him as one of a shrinking group of instructors still teaching the defensive shotgun seriously. (GAT Daily (Guns Ammo Tactical))
His curriculum begins with understanding the individual weapon.
That matters because shotguns vary considerably.
Different guns can have:
different loading procedures,
different controls,
different unloading procedures,
different patterns,
different ammunition preferences,
and different points of impact.
The Shotgun as an Individual System
Weems has described the shotgun as something of a “snowflake” because individual guns can behave differently. (GAT Daily (Guns Ammo Tactical))
This is a useful instructional concept.
A rifle shooter can often make reasonable assumptions about another rifle of the same model.
Shotguns can require more individualized verification.
Patterning is mandatory.
Accountability for Every Projectile
Independent coverage of Social Shotgun emphasizes Weems’ focus on keeping buckshot patterns within accountable target areas. (CIVILIAN DEFENDER)
This matters because one press of a shotgun trigger launches multiple projectiles.
Every projectile still belongs to the shooter.
That makes patterning a responsibility issue, not merely a ballistic curiosity.
Equipment Knowledge
The Social Shotgun curriculum also includes weapon-specific administrative handling.
An independent student specifically described learning a safer and more efficient unloading method for his own Beretta 1301 configuration during Weems’ class. (GAT Daily (Guns Ammo Tactical))
That anecdote illustrates something useful:
good instruction resolves actual user problems.
Performance Credentials
Weems also possesses substantial shooting credentials.
His official biography lists:
Distinguished Weapons Expert through FLETC,
an Advanced rating from Rogers Shooting School,
and numerous instructor certifications. (First Person Safety)
Current Rangemaster materials additionally describe him as a multi-division IDPA Master-class shooter. (Patreon)
Those accomplishments matter because coaching credibility benefits from demonstrated technical capability.
But Performance Is Not the Main Story
For Weems, however, the shooting résumé is not the most important part.
Many excellent shooters exist.
Fewer people combine:
high-level shooting,
law-enforcement experience,
formal adult-education study,
curriculum design,
and instructor development.
That combination is his differentiator.
Force Science and Decision Context
Weems has also completed the Force Science Institute certification program and multiple FLETC instructor programs dealing with use of force and active-shooter response. (First Person Safety)
This helps place shooting mechanics inside a larger professional context.
A police firearms instructor must understand that marksmanship is only one component.
The officer must:
perceive,
decide,
communicate,
move,
and apply force lawfully.
Technical shooting skill supports that process.
It does not replace it.
Criminal Justice and Political Science Education
Weems has also taught college coursework in political science and criminal justice. (First Person Safety)
That teaching experience further broadens his instructional background.
College education requires:
lesson organization,
explanation,
assessment,
and communication
outside the range environment.
It reinforces the distinction between being a subject-matter expert and being an educator.
Cross-Pollination
Weems sits inside a particularly interconnected professional network.
He has trained with and taught alongside people associated with:
Rangemaster,
ShivWorks,
Rogers Shooting School,
Hardwired Tactical,
The Complete Combatant,
Modern Samurai Project,
and other major contemporary schools. (THE COMPLETE COMBATANT)
This matters because firearms training advances through cross-pollination.
One instructor develops a useful idea.
Another tests it.
Another modifies it.
Another finds a failure case.
The concept improves.
Preserving Attribution
Weems’ own writing also demonstrates a useful habit of tracking the origin of training material.
For example, when discussing the Bakersfield Qualification, he identifies where he learned about it, tracks historical information concerning Mike Waidelich and the Bakersfield Police Department, and credits John Hearne for producing a printable target file. (First Person Safety)
That may seem minor.
It is not.
Training culture loses information when provenance disappears.
Why Attribution Matters
A drill without history becomes folklore.
Someone changes the distance.
Someone changes the scoring.
Someone changes the time.
Eventually the exercise may bear the same name while testing something entirely different.
Tracking origin helps preserve meaning.
It also gives credit to the people who developed the material.
Intellectual Humility
This tendency toward attribution also reflects intellectual humility.
The professional instructor does not need to pretend every useful idea originated with him.
A mature training culture says:
I learned this from this person.
They learned it from someone else.
Here is what we changed.
That makes knowledge easier to evaluate.
Better Questions
A recurring theme across Weems’ work is asking better questions.
Not:
Did the student miss?
But:
Why did the student miss?
Not:
Did we shoot the drill?
But:
Why are we shooting this drill?
Not:
Did I explain it?
But:
Did the student learn it?
Not:
Can I coach one person?
But:
Can I coach one person while safely managing the rest of the line?
These are instructor-level questions.
The Instructor as Diagnostician
This may be the best professional description of Weems.
A competent shooter can demonstrate.
A competent instructor can explain.
A strong coach can diagnose.
Diagnosis requires understanding:
the desired result,
the observed result,
the mechanism causing the difference,
and the intervention most likely to correct it.
That is a more advanced professional skill.
Professional Assessment
Lee Weems should be considered one of the stronger instructor-development figures within the contemporary defensive-firearms training community.
His credibility begins with substantial law-enforcement experience.
He has served as a peace officer since 1999 at local, state, and federal levels, with assignments including patrol, field training, investigations, supervision, and Chief Deputy responsibilities. (First Person Safety)
He possesses substantial formal firearms-instructor credentials through:
Georgia POST,
FBI,
FLETC,
GALEFI,
and Rangemaster. (First Person Safety)
He has demonstrated personal firearms competence through FLETC Distinguished Weapons Expert status, an Advanced rating at Rogers Shooting School, Rangemaster Top Gun performance, and Master-class competitive shooting. (First Person Safety)
But those qualifications are only the foundation.
His more distinctive professional contribution is the application of formal adult-learning education to firearms coaching and instructor development.
Weems does not merely ask whether an instructor knows a technique.
He asks whether the instructor can:
identify a student’s actual problem,
select an appropriate intervention,
explain why it works,
design a course of fire around a defined learning objective,
manage multiple shooters while still providing individual coaching,
evaluate performance,
and teach in a way that produces transferable skill.
That is a higher standard for firearms instruction.
Independent evidence supports that assessment.
The Police1 review of Instructor Camp describes experienced instructors being required to:
design courses,
explain their purpose,
manage firing lines,
work with assistant instructors,
receive peer critique,
and think deliberately about instructional design. (Police1)
Rangemaster’s current Enhanced Coaching Skills curriculum places Weems in the lead role teaching already-certified firearms instructors about adult learning, shooter diagnostics, deliberate speed, and individual coaching. (Corsizio)
And his integration into Rangemaster’s continuing instructor network shows that this influence is not confined to his own company. (Corsizio)
This is important because instructor development produces multiplicative effects.
Weems teaches an instructor.
That instructor returns to an agency or training company.
The instructor teaches dozens, hundreds, or potentially thousands of students.
Some of those students become instructors themselves.
The knowledge propagates.
His contribution is therefore not best summarized as:
Lee Weems teaches people to shoot.
A more accurate description is:
Lee Weems teaches firearms instructors how to teach people to shoot better.
That distinction is the heart of his professional influence.
His work can be summarized as a progression:
Observe the student.
Identify the actual problem.
Understand the cause.
Choose the appropriate intervention.
Explain why it matters.
Create purposeful practice.
Measure the result.
Teach the instructor to repeat that process with someone else.
That is the strongest basis for Lee Weems’ influence in contemporary firearms training.
Selected Sources
First Person Safety — Official biography. Primary source documenting Weems’ law-enforcement assignments, instructor certifications, FLETC Distinguished Weapons Expert rating, Force Science training, GALEFI service, and academic teaching. (First Person Safety)
Rangemaster — Enhanced Coaching Skills, 2026. Current evidence of Weems serving as lead instructor for continuing education aimed specifically at existing firearms instructors, with adult learning, diagnostics, deliberate speed, and coaching as major curriculum areas. (Corsizio)
Police1 — Review of Lee Weems’ Instructor Camp. Strong independent evidence of Weems’ instructor-development methodology, including instructional design, individual coaching, line management, drill purpose, peer critique, and applied teaching performance. (Police1)
Rangemaster — Instructor Reunion & Conference, 2026. Documents Weems as part of Rangemaster’s current staff instructor network providing continuing education to certified instructors. (Corsizio)
First Person Safety / Rangemaster IDC account. Weems’ contemporary account of graduating Rangemaster Instructor Development as Top Gun and his early efforts to improve his agency’s firearms program. (That Weems Guy)
Dawson Self Defense — Trigger Management. Documents Weems’ diagnostic approach to shooting errors and curriculum involving trigger management, recovery, and deliberate cadence. (Dawson Self Defense)
Civilian Defender — Defensive Pistol Skills and Social Shotgun AAR. Independent account of Weems’ practical defensive training, shotgun accountability, and broader armed-lifestyle philosophy. (CIVILIAN DEFENDER)
GAT Daily — Social Shotgun. Independent review documenting Weems’ shotgun methodology, weapon-specific manipulation, safety, patterning, and instructional style. (GAT Daily (Guns Ammo Tactical))
KR Training — Lee Weems visit. Provides useful independent evidence of measurable performance among deputies regularly trained by Weems and his role within the Rangemaster instructor community. (Notes from KR)
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