Par 4-7 Page 61 (and 62) SECTION 2. WITHDRAWAL OF APPROVAL
4-7. GENERAL. The FAA may withdraw initial, provisional, or final approval at any time the AQP is not in regulatory compliance, does not provide for safe operations, does not effectively prepare personnel to meet qualification objectives, or when the required data is not being provided or maintained. Before withdrawing approval, the FAA will make reasonable efforts to convince an applicant to correct the deficiencies.
4-8. INITIAL OR PROVISIONAL. The FAA will withdraw initial or provisional approval by letter. The letter will identify the affected curriculums, state the reasons for the withdrawal, and state the effective date of the withdrawal. An applicant who receives a letter of withdrawal may revise or refine the curriculum and resubmit it for initial or provisional approval.
4-9. FINAL APPROVAL. The FAA will withdraw approval by letter. The letter will identify the affected curriculums, state the reasons for the withdrawal, and state the effective date of the withdrawal (except in an emergency, not less than 7 days after receipt of the letter). The letter will advise the certificate holder that withdrawal may be appealed and provide instructions on how to appeal.
4-10. APPEAL WITHDRAWAL OF FINAL APPROVAL. An operator should petition the Director of the Office of Safety Standards for reconsideration within 30 days after receiving withdrawal notification. The petition should be in writing and should explain in detail why the operator believes the withdrawal should not occur.
a. Denial of Appeal. The Director may immediately deny the petition after considering all relevant information presented if the Director believes that an emergency exists that directly affects aviation safety. In this case, the Director will inform the operator, by letter, of the decision to deny the appeal due to the existence of an emergency. The letter will state that an emergency exists and describe the deficiencies and the actions necessary to correct them.
b. Stay of Withdrawal. If the Director does not believe that an emergency exists, the Director shall carefully consider both the operator’s petition for appeal and the FAA’s reason for withdrawal of approval. In this case, the operator’s petition, provided it goes out within 30 days, stays withdrawn, and the operator may continue to use the AQP curriculum pending the decision of the Director. The Director may find it necessary to conduct additional evaluations of the operator’s AQP.
c. Director’s Final Decision. In any case, the Director will make a final decision within 60 days of receiving the operator’s petition. The Director may rescind or modify the letter of withdrawal or uphold the withdrawal. If the decision is to modify or uphold the withdrawal, the operator will be notified by letter. The letter will contain the reasons for denying all or part of the petition.
Par 5-1 Page 63 CHAPTER 5. INSTRUCTORS AND EVALUATORS SECTION 1. INSTRUCTOR/EVALUATOR PROGRAMS
5-1. GENERAL. Instructors, evaluators, and supervisors are the backbone of the Advanced Qualification Program (AQP). The applicant must devote the appropriate time and resources to the qualification and continuing qualification of these key personnel.
5-2. INSTRUCTOR/EVALUATOR CURRICULUMS. Each AQP (including provisional AQP curriculums for training centers) must provide instructor, evaluator, and supervisor indoctrination, qualification, and continuing qualification curriculums. These requirements include a separate job task analysis (JTA), qualification standards, curriculum(s), and curriculum outlines focusing on the instructor/evaluator duty positions. AQP regulatory guidance states, in part, that an AQP provides for approval of an alternate method for qualifying, training, certifying and otherwise ensuring competency of instructors and evaluators required to be trained or qualified under Title 14 of the Code of Federal Regulations (14 CFR) parts 121 and 135. AQP entails no changes to the existing policies and procedures as they apply to the eligibility, approval, and surveillance requirements for instructors, evaluators (check airmen) and Aircrew Program Designees (APD).
NOTE: The qualification standards document for instructor/evaluators does not need to include conditions or a criticality/currency analysis.
a. Definitions. AQP regulatory guidance defines an evaluator as a person who has satisfactorily completed training and evaluation that qualifies that person to evaluate the performance of crewmembers, instructors, other evaluators, aircraft dispatchers and other operational personnel, as appropriate. In an effort to remain aligned with traditional check airman policy and procedure, the AQP term “evaluator” is considered synonymous with check airman. However, for flight attendant (F/A) and dispatcher AQP, the word “evaluator” will replace the traditional use of the word “supervisor” as an individual that evaluates. Part 121 subpart Y does not redefine the qualifications or prerequisites to be an instructor, evaluator, check airman, or APD. Definitions of these positions are found in FAA Order 8900.1.
b. Qualification Training. AQP regulatory guidance contains limited guidance on the instructional content of each curriculum. Training requirements for each curriculum are derived from a thorough and accurate task analysis. Typical subject areas might include as appropriate:
(1) Instructor Indoctrination Curriculum.
(a) The learning process.
(b) Elements of effective teaching.
(c) Student evaluation, quizzing, and testing.
Par 5-2 Page 64
(d) Overview of AQP program development, implementation, and operation policy.
(e) Lesson preparation and application.
(f) Classroom instructing techniques.
(g) Techniques for instructing in the cockpit environment.
(h) Standardization and rater/referent reliability.
(i) Resource management (Crew Resource Management (CRM)/dispatch resource management (DRM)) and human factors training.
(j) How to conduct training modules for students with varying backgrounds and varying levels of experience and ability.
(k) Instructor responsibilities.
(2) Instructor Qualification Curriculum.
(a) Effective use of, and qualification in, specific Flight Training Devices (FTD), flight simulators, and aircraft.
(b) Limitations on use of training equipment.
(c) Evaluation of performance against objective standards.
(d) Effective preflight and postflight instruction.
(e) Effective analysis and correction of common errors.
(f) Teaching/facilitation of CRM/DRM skills.
(g) Performance and analysis of standard flight events and procedures.
(h) Safety considerations in the training environment.
(i) Data-gathering procedures.
(j) Standardization and rater/referent reliability.
(3) Differences Between Traditional and AQP for Existing Instructors.
(a) Overview of AQP program development, implementation, and operation policy.
(b) CRM/DRM and human factors training.
Par 5-2 Page 65
(c) Standardization and rater/reverent reliability.
(d) Data-gathering procedures.
(e) Effective use of, and qualification in, specific FTDs, flight simulators, and aircraft used in the AQP.
(f) Limitations on use of training equipment used in the AQP.
(g) Evaluation of performance against objective standards.
(4) Evaluator Indoctrination Curriculum.
(a) Evaluation policies and techniques.
(b) The role of the evaluator.
(c) Administrative procedures.
(d) General safety considerations.
(e) Evaluating human factors and CRM/DRM skills.
(f) Standardization and rater reliability.
(5) Evaluator Qualification Curriculum.
(a) For each crewmember position requiring a particular evaluation the method of conducting:
1. Line check.
2. In-flight proficiency evaluations if required.
3. Proficiency evaluations in flight simulators and/or flight training devices.
4. Special purpose evaluations (e.g., long-range navigation).
(b) The standards for the evaluations in the previous paragraph.
(c) The methods and standards associated with airman certification evaluation.
(d) How to conduct evaluations while simultaneously serving as pilot in command (PIC), second in command (SIC), or safety pilot.
(e) Safety considerations for the various types of evaluations.
(f) Safety considerations particular to the make, model, and series aircraft (or variant).
Par 5-2 Page 66
(g) How to evaluate instructors/evaluators.
(h) Company/FAA policies with regard to the conduct of evaluations.
(i) Administrative requirements particular to evaluations.
(j) Evaluating CRM/DRM skills.
(k) Briefing and debriefing techniques.
(l) Data-gathering procedures.
(6) Differences Between Traditional and AQP for Existing Evaluators.
(a) Overview of AQP program development, implementation, and operation policy.
(b) CRM/DRM and human factors training/evaluating.
(c) Standardization and rater reliability.
(d) Data-gathering procedures.
(e) Effective use of, and qualification in, specific flight training devices, flight simulators, and aircraft used in the AQP.
(f) Limitations on use of training equipment used in the AQP.
(g) Evaluation of performance against objective standards.
(h) Briefing and debriefing techniques.
(i) How to evaluate instructors/evaluators.
(j) Company/FAA policies with regard to the conduct of evaluations.
(k) Administrative requirements particular to evaluations.
c. Qualification—Evaluation and Observation. Every instructor/evaluator must receive a validation/evaluation at the end of each curriculum. These methodologies must be described in the test and evaluation strategy within the instructor/evaluator qualification standards. The required FAA observation of new instructors/evaluators (check airman) is delineated in Order 8900.1.
d. Continuing Qualification. Instructors/evaluators should be given an opportunity to operate in all positions in which they are authorized to perform duties. Flight instructors/evaluators should demonstrate the ability to brief and debrief, fly and instruct in both pilot seats and operate the simulator, if appropriate. If possible, instructors/evaluators should focus on the training, validations and evaluations that are under development for the next evaluation period. This will allow the instructors/evaluators to become familiar with all aspects
Par 5-2 Page 67 of the periods they will be expected to teach/evaluate the following year, help ensure the development of a polished continuing qualification program and give the instructors/evaluators an opportunity to maintain their own proficiency using scenarios they have not seen. Each training period should be conducted by one of a small core of the most experienced instructors/evaluators. Each instructor/evaluator continuing qualification curriculum segment should include the requirements listed below. Requirements (subparagraphs (3) and (4) below) should be defined in the test and evaluation strategy in the instructor/evaluator qualification standards:
(1) Basic crew position and or specialized flight instructor/evaluator continuing qualification.
(2) Ground and flight training to enhance, upgrade, and maintain each instructor/evaluator’s knowledge, skills, and abilities.
(3) A schedule for recency of instructor/evaluator’s experience.
NOTE: The program must define the minimum requirements each category of instructor/evaluator will accomplish to stay current in their position.
Instructors must maintain a high level of competency, so the minimum standard must be sufficient to maintain their proficiency. Evaluators will perform an established minimum number of each validation/evaluation that they are qualified to administer.
(4) A schedule for critical examination of each instructor/evaluator’s abilities and adherence to prescribed standards.
e. Instructor and Evaluator CRM Training and Evaluation. All instructors and evaluators will receive instruction and evaluation in CRM/DRM objectives and training methods, as appropriate.
5-3. AUTHORIZED EVALUATION PERSONNEL BY AQP EVENT. The table in Figure 5-1 illustrates the level of authorization needed for an individual to either train, validate, or evaluate an AQP event.
Par 5-3 Page 68 FIGURE 5-1.
AUTHORIZED EVALUATION PERSONNEL BY AQP CURRICULUM
FLIGHTCREW QUALIFICATION CURRICULUM Event Instructor Evaluator Designee FAA Inspector Knowledge validation Yes Yes Yes Yes Procedures validation Yes Yes Yes Yes Maneuvers validation No Yes Yes Yes LOE For Qualification No Yes Yes Yes LOE For Certification No No Yes Yes Operational Experience No Yes Yes No Line Check No Yes Yes If qualified* * Title 14 CFR part 135 operations only
FLIGHTCREW CONTINUING QUALIFICATION CURRICULUM Event Instructor Evaluator Designee FAA Inspector LOFT/Maneuvers Training Yes Yes Yes No Maneuvers Validation No Yes Yes Yes LOE No Yes Yes Yes Line Check No Yes Yes If qualified* * Title 14 CFR part 135 operations only SECTION 2. CERTIFICATION PERSONNEL
5-4. TRAINING. Historically, aviation safety inspectors (ASI) and APDs certified airmen using a maneuver-based evaluation scenario derived from the practical test standards (PTS).
AQP replaces the traditional maneuver-based certification check ride with a scenario-based Line Operational Evaluation (LOE). Due to the unique characteristics and detailed scripting of LOEs, all personnel approved to conduct certification are required to complete AQP evaluator training.
This training may consist of the indoctrination and qualification curriculums for new personnel, or a differences module for ASIs and APDs who are already qualified under the operator’s traditional program.
Par 5-5 Page 69
5-5. AUTHORIZED CERTIFICATION PERSONNEL. Principal Operations Inspectors (POI) will only authorize ASIs, APMs, or TCPMs, Air Carrier Designated Examiners (ADE), APDs, Airline Transport Pilot Examiners (ATPE), or qualified Training Center Evaluators (TCE) who have completed the prerequisite AQP evaluator training to conduct pilot examination activities. Only the following personnel may be authorized signatory authority on side two of FAA Form 8710-1, Airman Certificate and/or Rating Application, Supplemental Information and Instructions:
a. APM or TCPM. Must be current and qualified on the make, model, and series of aircraft and have attended the particular operator’s AQP evaluator qualification or differences training program, as appropriate. Any APM and TCPM who conducts an AQP evaluation must complete the same proficiency, currency, and continuing qualification training requirements as the operator’s evaluators (check airmen), with the exception of line checks. An APM/TCPM’s responsibilities under an AQP remain as specified in Order 8900.1.
b. ASI. Must be current and qualified on the make, model, and series of aircraft, and have attended the particular operator’s AQP evaluator qualification or differences training program, as appropriate.
c. APD and Training Center Evaluator. Must be current and qualified on the make, model, and series of aircraft and have completed the particular operator’s AQP evaluator qualification or differences training, as appropriate, and maintain continuing evaluator qualification. The FAA will designate APDs and TCEs, and their special training will be noted on FAA Form 8710-6, Examiner Designation and Qualification Record, Block 10. Each APD must comply with the requirements outlined in Order 8900.1. Each TCE must comply with the requirements specified by the Administrator for such personnel.
d. ATPE. Must be current and qualified on the make, model and series of aircraft and have completed the particular operator’s AQP evaluator qualification or differences training, as appropriate, and maintain continuing evaluator qualification under the particular operator’s AQP.
ATPEs must be authorized by the FAA to conduct such evaluations.
SECTION 3. QUALITY ASSURANCE AND STANDARDIZATION
5-6. QUALITY ASSURANCE. To continuously improve the quality of AQP training, an AQP applicant should develop a quality assurance program to continually evaluate training programs, instructors, and evaluators. The most experienced personnel should staff the program. Their duties would include observing training, validation, and evaluation events in order to:
a. Critique performance.
b. Recommend change.
c. Provide feedback to the entire training organization at regular intervals.
5-7. STANDARDIZATION. A standardization program is necessary to establish uniform grading criteria, address reliability between instructors/evaluators, and develop remediation
Par 5-7 Page 70 procedures. The AQP data collection and analysis is incumbent upon reliable and valid instructor/evaluator grading judgments. The program must provide rater reliability training during the qualification, continuing qualification and differences curriculums. There are numerous techniques currently used to address rater reliability. The FAA is involved in research to define acceptable methodologies. Examples are available on the Flight Operational Quality Assurance (FOQA)/AQP website.
Par 6-1 Page 71 CHAPTER 6. TRAINING CENTERS SECTION 1. INTRODUCTION
6-1. BACKGROUND. This chapter provides guidance to any certificated Title 14 of the Code of Federal Regulations (14 CFR) part 142 training center or 14 CFR part 119 certificate holder that intends to provide training, qualification, or evaluation for a part 121 or part 135 certificate holder’s Advanced Qualification Program (AQP). For the purposes of this chapter, a training center is any entity that offers training to a certificate holder by contract or other arrangement.
14 CFR part 121 subpart Y, Advanced Qualification Program, allows certificated air carriers seeking to accomplish training under the AQP to employ the services of a training center for that purpose.
6-2. TRAINING CENTERS OFFERING AN AQP. A training center that applies to offer an AQP curriculum for a specific part 121 or 135 air carrier may be approved under AQP regulatory guidance to provide such training to that specific carrier. There are two types of training centers that may offer AQP.
a. Certificated Part 142 Training Centers. An entity other than a part 121 or 135 certificate holder may offer an AQP program to air carrier certificate holders. In this case, they are offering an approved, generic AQP with operator specific training to be incorporated into the final product. Any entity serving in this capacity must have been certificated under part 142 after August 2, 1998. Any training program for pilots, instructors, or evaluators approved under AQP is automatically approved under part 142, regardless of whether that approval occurs before or after August 2, 1998.
b. Certificated Air Carrier. A part 121 or 135 certificate holder may offer a previously approved AQP to other certificate holders. In this case, they are offering their approved AQP with operator-specific training to be incorporated into the final product.
SECTION 2. PROVISIONAL APPROVAL: APPLICATION AND DEVELOPMENT
6-3. PROVISIONAL AQP. The major difference between the development of an AQP by a training center and by an air carrier is that the training center can develop generic AQP documentation and individual curriculum segments through Phase II. This documentation is given a provisional approval. A provisional AQP allows a training center to accomplish front-end AQP development through Phase II and to offer its services as an approved AQP provider before establishing a contract or other arrangements with a specific certificate holder.
a. Additional Development. A provisional AQP cannot be employed for use with a specific certificate holder without additional development to tailor the program to the needs of a specific air carrier.
Par 6-3 Page 72
b. Multiple Provisional AQPs. Training centers should consider developing multiple provisional AQPs to shorten the time required to adapt the AQP to the needs of an air carrier. For example:
(1) Types – different makes, models, series.
(2) Trainee demographics – low-time versus high-time pilots.
(3) Flight operations – short haul regional airlines versus long haul major airlines or supplemental air carriers.
SECTION 3. REQUEST AND APPROVAL FOR USE OF TRAINING CENTERS
6-4. REQUEST. A certificate holder that wishes to use a training center for AQP training must submit a Letter of Request directly to the manager of the appropriate Safety Standards office, with a copy to the Principal Operations Inspector (POI) and Training Center Program Manager (TCPM). The letter of request should specify the training center, identify the AQP curriculum, and cite the time frame for which such AQP services would be conducted.
6-5. DEVELOPMENT. The AQP analysis and documentation required for a training center to obtain approval to conduct an AQP for a specific certificate holder is similar to that which would be required of an air carrier.
a. Documentation. All documentation must be consistent with the multi-phased development process outlined in this guidance, and must be specific to the certificate holder for whom such training will be conducted.
b. Extended Review Team (ERT). AQP documentation developed by a training center for a specific certificate holder will be submitted directly by the training center to the manager of the appropriate Safety Standards office for review and approval. The manager of the appropriate Safety Standards office will form an AQP ERT, to include the certificate holder’s POI, the TCPM, and such other personnel as may be appropriate.
c. Notification of Approval. The manager of the appropriate Safety Standards office and the POI/TCPM will notify the certificate holder by a joint letter of approval for the training center to conduct AQP training.
(1) For an air carrier, approval for use of the AQP, to include reference to any FAA-specified conditions and limitations, is entered by the POI into the certificate holder’s operations specifications (OpSpecs).
(2) Following receipt of notification of approval, the TCPM will notify the training center that it has FAA approval to conduct an AQP program for a specific certificate holder.
Par 6-6 Page 73 (and 74) SECTION 4. TRAINING CENTER’S INSTRUCTORS AND EVALUATORS
6-6. QUALIFICATION. Training center instructors and evaluators are subject to the same training requirements as discussed in Chapter 5.
6-7. INSTRUCTOR/EVALUATOR CURRICULUM APPROVAL. Training centers seeking to offer an AQP curriculum to certificate holders must obtain approval of their AQP qualification and continuing qualification programs for instructors and/or evaluators.
a. Documentation. The documentation required for such approval is similar to that required for certificate holders, except that training centers may obtain provisional approval of AQP instructor and evaluator AQP documentation through AQP Phase III.
b. Notification. Notification of provisional approval for instructor and/or evaluator AQPs is initiated by the manager of the appropriate Safety Standards office and follows the same process as identified in paragraph 6-5.
SECTION 5. DATA COLLECTION AND RECORDKEEPING
6-8. DATA COLLECTION. Part 121 or 135 certificate holders who obtain an approved AQP through a training center are responsible for verifying compliance with all of the requirements of their approved program, and for reviewing the results of the data collection and analysis on a continuing basis. AQP data collection, analysis, and reporting requirements for training center-administered AQPs are identical to those that apply to AQPs administered by individual certificate holders for their own employees.
6-9. DATA SUBMISSION. Either the training center or the certificate holder may transmit the required data to the FAA. The party that is delegated for this action must be clearly identified in the training center’s approved AQP Implementation and Operations Plan (I&O Plan) for a specific air carrier. The certificate holder is responsible for complying with the requirements contained in this advisory circular (AC) that pertain to the submission of AQP data to the FAA.
6-10. RECORDKEEPING. AQP recordkeeping is identical to that required under traditional parts 121, 135, and 142 training programs. However, for AQP, records must clearly indicate that the training employed to qualify pilots, other flightcrew members, instructors, or evaluators was accomplished under an AQP curriculum. When a certificate holder arranges for use of a training center to conduct an AQP, the responsibility remains with the certificate holder to assure that the training records required under part 121 or 135 are maintained.