U .S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Airline Transport Pilot Certification Training Program Date: 2/13/17 AC No: 61-138 Initiated by: AFS-200 Change: 1
1. PURPOSE. This advisory circular (AC) provides information and courseware guidelines to authorized providers, to aid in the development of a training program which meets the requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.156.
2. PRINCIPAL CHANGES. This change updates references and terminology throughout the AC.
PAGE CONTROL CHART Remove Pages Dated Insert Pages Dated Pages 4, 7, 8, 11, 22, 24, and 25 7/2/13 Pages 4, 7, 8, 11, 22, and 24 2/13/17 Appendix 3, Pages 1 thru 6 7/2/13 Appendix 3, Pages 1 thru 5 2/13/17 ORIGINAL SIGNED by /s/ John Barbagallo Deputy Director, Flight Standards Service
U.
S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Airline Transport Pilot Certification Training Program Date: 7/2/13 AC No: 61-138 Initiated by: AFS-200 Change:
1. PURPOSE. This advisory circular (AC) provides information and courseware guidelines to authorized providers, to aid in the development of a training program which meets the requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.156.
2. AUDIENCE. The primary audience for this AC is training personnel involved in the development and delivery of an airline transport pilot (ATP) Certification Training Program (CTP) under 14 CFR part 121, 135, 141, or 142. Pilot applicants for an ATP Certificate with an airplane category multiengine class rating or an ATP Certificate issued concurrently with a type rating should also be familiar with the contents of this AC.
3. RELATED 14 CFR REGULATIONS. Parts 61, 91 subpart K (91K), 121, 135, 141, and 142.
4. DEFINITIONS.
a. Flight Training Device (FTD). A replica of airplane instruments, equipment, panels, and controls in an open flight deck area or an enclosed airplane cockpit replica. It includes the equipment and computer programs necessary to represent airplane (or a set of airplane) operations in ground and flight conditions having the full range of capabilities of the systems installed in the device as described in 14 CFR part 60 and the qualification performance standard for a specific FTD qualification level.
b. Full Flight Simulator (FFS). A replica of a specific type, or make, model, and series airplane cockpit. It includes the assemblage of equipment and computer programs necessary to represent airplane operations in ground and flight conditions, a visual system providing an out-of-the-cockpit view, a system that provides cues at least equivalent to those of a three-degrees-of-freedom motion system, and has the full range of capabilities of the systems installed in the device as described in part 60 and the Qualification Performance Standards (QPS) for a specific FFS qualification level.
c. Flight Simulation Training Device (FSTD). A FFS or a FTD, as qualified under part 60.
d. Conceptual Proficiency. The state of performing a given skill with satisfactory and consistent correctness.
5. RELATED GUIDANCE. See Appendix 3.
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6. BACKGROUND.
a. Aviation Rulemaking Committee (ARC). The Federal Aviation Administration (FAA) published an Advanced Notice of Proposed Rulemaking (ANPRM), New Pilot Certification Requirements for Air Carrier Operations, on February 8, 2010. In response to the ANPRM, the FAA Administrator chartered the First Officer Qualifications (FOQ) ARC on July 16, 2010.
b. FOQ ARC Background. The ARC was chartered to develop recommendations regarding rulemaking on the flight experience and training requirements of a pilot prior to operating as a first officer in part 121 air carrier operations.
(1) The FOQ ARC was composed of subject matter experts (SME) from nine organizations. The organizations were Regional Airline Association (RAA), Aviation Accreditation Board International (AABI), National Business Aviation Association (NBAA), National Air Disaster Alliance/Foundation (NADA/F), Aircraft Owners and Pilots Association (AOPA), Air Line Pilots Association, International (ALPA), The Coalition of Airline Pilots Associations (CAPA), Pilot Career Initiative (PCI), and Air Transport Association of America, Inc. (ATA).
(2) The ARC members’ expertise included significant levels of experience in air carrier operations; development, implementation, and management of pilot training and qualification programs; the establishment of pilot training and qualification standards at the domestic and international level; and public advocacy for aviation safety. The FOQ ARC members determined that there is a knowledge and experience gap when comparing the training a pilot receives for a commercial pilot certificate to the competencies required of a part 121 first officer.
c. Public Law (P.L.) 111-216. On August 1, 2010, President Obama signed into law the Airline Safety and Federal Aviation Administration Extension Act of 2010 (P.L. 111-216).
Section 217 of the Act required the FAA to modify the requirements of an ATP Certificate, as issued under part 61. Specifically, to be qualified to receive an ATP Certificate, the pilot should have received flight training, academic training, or operational experience that will prepare a pilot, at a minimum, to function effectively in a multipilot [multicrew] environment; function effectively in adverse weather conditions; function effectively during high altitude operations;
adhere to the highest professional standards; and function effectively in an air carrier environment. This section also required the Administrator to determine an appropriate amount of experience in difficult operational conditions that should be required to be eligible for the issuance of an ATP Certificate.
d. Addressing the Knowledge Gap. Though P.L. 111-216 focused primarily on modifications to the certification requirements for an ATP Certificate, the knowledge gap identified by the FOQ ARC remained relevant as both initiatives focused on enhancing the qualifications and training for pilots that desire to work in an air carrier environment. The FAA has determined this knowledge gap extends to pilots beyond part 121 air carrier operations to also include pilots that are required by regulation to hold an ATP Certificate (§§ 91.1053 and 135.243). This knowledge gap can be best and most effectively bridged through successful completion of a modern flight training program that methodically integrates academic training and aeronautical experience in a FSTD.
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e. Notice of Proposed R ulemaking (NPRM). On February 29, 2012, the FAA published the Pilot Certification and Qualification Requirements for Air Carrier Operations NPRM. The proposed rule set forth the proposed training requirements for the ATP Certificate. The FAA also published a draft AC titled “Airline Transport Pilot Certification Training Program for Airplane Category Multiengine Class Rating or Type Rating.” The draft AC outlined a training program containing both academic and FSTD training. The FAA amended both the final rule and this AC based on public comments submitted to the Federal Register (FR).
f. ATP CTP. The ATP CTP is designed to bridge the knowledge gap between a pilot who holds a commercial pilot certificate and a pilot operating in an air carrier environment. Bridging this gap requires training in essential subject areas as determined by P.L. 111-216, recommended by the FOQ ARC, proposed by the Pilot Certification and Qualification Requirements for Air Carrier Operations NPRM, and required by § 61.156. Successful completion of the ATP CTP will ensure an ATP applicant receives the baseline knowledge and experience to prepare them for the duties, responsibilities, and challenges of an air carrier environment.
7. TRAINING PROGRAM GENERAL.
a. Persons Required by Regulation to Hold an ATP Certificate. The ATP CTP applies to applicants for an ATP Certificate with airplane category multiengine class rating or an ATP Certificate issued concurrently with an airplane type rating, and is intended to prepare the applicant to operate safely in those operations which require an ATP Certificate by rule.
In part 121 operations, each pilot in command (PIC) and each second in command (SIC) are required to have an ATP Certificate. Part 135 operations requiring the PIC to hold an ATP Certificate with an airplane category multiengine class rating are (1) commuter operations using multiengine airplanes with nine or fewer passenger seats (Scheduled 135), (2) on-demand operations using multiengine airplanes with 10 or more passenger seats, or (3) turbojets.
Part 91K operations require all PICs of multiengine turbine-powered fixed-wing airplanes to hold an ATP Certificate.
b. Training Program Overview. The ATP CTP is a prerequisite for the FAA’s highest certificate and includes training in: aerodynamics, automation, adverse weather conditions, air carrier operations, transport airplane performance, professionalism, and leadership and development. This AC is designed to provide guidance to training providers in developing the components of an ATP CTP submitted for FAA approval. The training program will impart conceptual knowledge through academics and consolidate that knowledge through training in an FSTD. The training program will provide an applicant for an ATP Certificate with an airplane category multiengine class rating or an ATP Certificate issued concurrently with an airplane type rating with the knowledge and competencies required to function effectively as a professional flightcrew member in an air carrier environment.
8. UPDATES/TECHNOLOGY. This AC will be revised as needed to accommodate new academic areas and/or new technologies. Training providers can add material or revise the ATP CTP as technologies/procedures change, without a corresponding AC change. However, changes to approved training programs and course material must be submitted for review and approval by FAA Headquarters in Washington, D.C., as described in paragraph 9.
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9. OBTAINING PROGRAM APPROVAL.
a. Working with an Assigned Inspector. Part 121, 135, 141, or 142 certificate holders seeking approval for an ATP CTP should work with their assigned inspector (principal operations inspector (POI)/Training Center Program Manager (TCPM)) using this AC and the job aid titled ATP CTP Course Approval Job Aid located on the FAA Pilot Training website, http://www.faa.gov/pilots/training/atp. Once the assigned inspector is satisfied the submitted program meets all of the requirements of § 61.156, the assigned inspector should forward the completed job aid and program to the appropriate regional Flight Standards Division (RFSD) for review. If the RFSD concurs with the program, they will then forward a copy of the program and both completed job aids to the appropriate division at FAA Headquarters in Washington, D.C., as discussed in subparagraph b.
b. Initial and Final Approval. The Air Transportation Division (AFS-200) and the General Aviation and Commercial Division (AFS-800) (as applicable) will conduct a review of the program. For program approvals submitted by part 121 air carriers, part 135 operators, or part 142 Training Centers, AFS-200 must concur with initial and final approval. For program approvals submitted by part 141 Pilot Schools, AFS-800 must concur with initial and final approval. Initial approvals will be valid for one year (unless extended by AFS-200/800). Within one year, AFS-200 or AFS-800 will conduct a site visit/audit of each approved ATP CTP. If the program and flight training equipment meet all of the requirements of the rule and the objectives of this AC (as revised), the program will receive final approval. Revisions to approved programs must be resubmitted through the certificate holders’ POI or TCPM.
10. INSTRUCTOR QUALIFICATIONS. Instructor requirements for the ATP CTP can be found in §§ 121.410, 135.336, 141.33, and 142.54. There are two core principles designed into this training program:
• Each subject taught must be related to its applicability to air carrier operations; and
• Concepts learned in the academic portion of the program will be reinforced in the FSTD portion of the course.
a. Baseline Instructor Requirements. To support these principles, all instructors of the ATP CTP must (1) hold an ATP Certificate with an airplane category multiengine class rating and (2) have at least two years of air carrier experience. Air carrier experience for the purpose of establishing eligibility to instruct the ATP CTP is defined as experience as a PIC in operations under § 91.1053(a)(2)(i) or § 135.243(a)(1), or as a PIC or SIC under part 121.
b. Instructor Training Requirements.
(1) Instructors who provide ground and/or flight training must receive initial training on the course material and the following topics:
(a) The fundamental principles of the learning process;
(b) Elements of effective teaching, instruction methods, and techniques;
(c) Instructor duties, privileges, responsibilities, and limitations;
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(d) Training policies and procedures; and
(e) Evaluation.
(2) Instructors who provide training in an FSTD must (1) have an appropriate airplane type rating for the airplane which the FSTD represents and (2) must also have received initial and annual recurrent training from the certificate holder on the following topics:
(a) Proper operation of flight simulator and FTD controls and systems;
(b) Proper operation of environmental and fault panels;
(c) Data and motion limitations of simulation;
(d) Minimum equipment requirements for each curriculum; and
(e) The tasks and maneuvers that will be demonstrated in the FSTD.
c. SME Instructors. The FAA recognizes the training course contains academic subjects for which SME might be appropriate. The FAA sees benefit in a SME delivering a specialized subject such as meteorology, human factors, or flight dispatch. However, because the subjects focus on applying knowledge to an air carrier environment, the FAA will allow SMEs to deliver content in the ATP CTP while concurrently requiring the presence of an instructor with the required air carrier operational experience. This will help ensure that the material presented is applied to and given in context to air carrier operations.
d. Previous Experience.
(1) The FAA recognizes due to many factors, including defunct air carriers, employment records to verify air carrier experience may not always be available. The FAA has developed guidance, found in Appendix 2 of this AC, which provides a method for a pilot to attest to previous experience.
(2) The FAA also recognizes that some of the requirements may be duplicative for holders of a flight instructor certificate as well as instructors qualified under certain rule parts.
For example, the fundamentals of instruction are trained and evaluated as part of the practical test standards for receiving a flight instructor certificate under part 61 as well as instructors teaching under part 142. The fundamentals of instruction are reemphasized for an active flight instructor or through instructor refresher courses and annual training center evaluator/instructor training. As such, with sufficient documentation the FAA does not believe pilots with current flight instructor certificates or currently qualified part 142 training center personnel need to repeat such training. The FAA has made accommodations for possible duplicative instructor requirements in the regulatory text.
11. ACADEMIC TRAINING PHILOSOPHY.
a. Bridging the Knowledge Gap. The intent of the academic training portion of the ATP CTP is to bridge the gap between the knowledge of a commercial pilot and that which
Par 11 Page 6 is expected of an ATP Certificate holder. This knowledge is the academic foundation for ATP applicants to begin understanding the complexities they will face in the next phase of their professional development.
b. Learning Objectives. This AC provides greater detail on the subject material outlined in the regulation and sets forth the learning objectives that should be the goal of each section. Many sections also contain references to additional resources where more detailed information can be found. However, each application must include a syllabus and course material in order to demonstrate how and to what extent each subject will be taught.
(1) The FAA has identified subject areas which can be taught at a high level or by simply an introduction of the topic; these are identified as “Overview.”
(2) All other subjects without the “Overview” designation should be taught with sufficient detail to impart knowledge, meet the learning objective, and enable the applicant to correctly answer questions in both the academic evaluation of the course (described in paragraph 13 of this AC) and pass the ATP knowledge test.
12. ACADEMIC TRAINING TOPICS. The ATP CTP must include at least 30 hours of classroom instruction per § 61.156(a). The aeronautical knowledge areas to be trained should include, but are not limited to, the following areas:
a. Aerodynamics (Minimum: 8 Hours).
(1) High Altitude Operations.
(a) Learning Objective. Students will have an understanding of aerodynamics, especially at altitudes near the maximum operating altitudes and at high operational weights.
Students will also understand the narrow operating margins in these conditions and how to safely conduct flight operations in large transport category airplanes with varying operating conditions.
(b) Training Topic Components.
1. Basic principles of energy management (kinetic and potential);
2. Relationship between mach number, indicated airspeed, true airspeed, and change over altitudes;
3. Bank angles at high altitude and its effect on high and low speed operating margins;
4. Relationship between altitude capability, weight, and temperature;
5. Convergence of VMO/MMO and stall angle of attack (AOA), including turbulence considerations;
6. High Altitude/Low Energy Recovery; speed reductions at high altitude;
excursions behind the power curve at high altitudes and associated recovery techniques
Par 12 Page 7 (high-altitude slowdowns, emphasize no jeopardy events when needing to vacate altitudes for operational considerations) (refer to CRJ Airspeed Recovery Video);
7. Maximum Lift over Drag Ratio (L/D Max), best range, best endurance; and
8. Flight characteristics of swept wing airplanes, use of a yaw damper, and phenomena such as Dutch roll.
(2) Stall Prevention and Recovery Training.
(a) Learning Objective. Students will understand the factors leading to a stall, indications of an impending stall, full stall identification, and proper stall recovery techniques.
The student will know how and when to use these principles in flight operations of large transport aircraft for the prevention and recovery of stall events. (Refer to the current edition of AC 120-109, Stall Prevention and Recovery Training.)
(b) Training Topic Components.
1. Understanding that a reduction of AOA is required to initiate recovery of all stall events (approach-to-stall and aerodynamic stall).
2. Awareness of the factors that may lead to a stall event during automated and manual flight operations including:
• AOA versus pitch angle;
• Bank angle and G-loading;
• Weight and center of gravity (CG);
• Autothrottle or AOA protection;
• Overreliance on automation/complacency;
• Lack of situational awareness; and
• Contamination (ice).
3. Differences between transport category airplane certification and general aviation airplane certification regarding use of flight controls at high AOA. For example, transport category airplanes are certified to provide roll authority to the pilot all the way up to full stall identification.
4. The necessity for smooth, deliberate, and positive control inputs to avoid unacceptable load factors and secondary stalls.
5. For airplanes equipped with a stick pusher, recommended recovery actions which include allowing stick pusher activation as a stall recovery (refer to National Transportation Safety Board (NTSB) Report Number: AAR-10-01, Colgan Air 3407, AC 120-109).
6. Differences in airplane performance (thrust available) during high versus low altitude operations, the effects of those differences on stall recovery, and the anticipated altitude loss during a recovery.
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7. Overview of stall-related accidents and incidents in transport category airplanes. (Refer to NTSB Animation of Colgan Air 3407, Dutch Safety Board Animation of Turkish 1951.)
(3) Upset Prevention and Recovery Training.
(a) Learning Objective. Students should understand the factors that may lead to airplane upset, learn proper airplane upset prevention and recovery techniques, and apply these principles while operating transport aircraft.
(b) Training Topic Components.
1. Factors which contribute to airplane upsets (refer to Airplane Upset Recovery Training Aid Revision 2):
• Environmental: including clear air turbulence, mountain wave, windshear, thunderstorms, microbursts, wake turbulence, and airplane icing.
• System malfunctions or failures: including flight instrument, autoflight, flight control, and other system anomalies which could contribute to upsets. (Refer to BEA (Bureau d'Enquêtes et d'Analyses) Report of Air France 447.)
• Pilot-induced: including misinterpretation or slow instrument cross check, improper adjustment of attitude and power, improper pilot input, inattention, distractions, spatial disorientation, pilot incapacitation, and improper use of airplane automation. (Refer to NTSB report of Midwest Airlines 490.)
• Avoiding cyclical or oscillatory control inputs to prevent exceeding the structural limits of the airplane. (Refer to NTSB Animation of American Airlines 587.)
2. Overview of accidents or incidents involving aircraft upset in transport category airplanes.
3. The FAA recommends the use of the Airplane Upset Recovery Training Aid Revision 2, section 2.6.3.2 through 2.6.3.5, for expanded guidance in order to train the academic portion of the following recovery techniques:
• Nose High/Wings level recovery,
• Nose Low/Wings level recovery,
• High-Bank-Angle Recovery Techniques, and
• Consolidated Summary of Airplane Recovery Techniques.
(c) Recognition and Prevention Techniques and Philosophy.
1. Students should understand that any time the airplane begins to diverge from the intended flightpath or speed; they must identify what, if any, action must be taken.
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2. Timely and appropriate intervention: It should be emphasized that recovery to a stabilized flightpath should be initiated as soon as a developing upset condition is recognized.
The amount and rate of control input to counter a developing upset must be proportional to the amount and rate of pitch, roll and/or yaw experienced. This action may prevent what might become a more serious event.
3. Examples of instrumentation during developing and developed upset: A key aspect to upset awareness, prevention, and recovery training is for students to recognize and prevent developing upsets and recover from developed upsets.
4. Effective scanning: An effective scan is essential for pilots to identify the precursors and the initial development of the upset and using that recognition make timely and appropriate responses to return the aircraft back to the desired path.
5. Pitch/Power/Roll/Yaw: Students should understand how to recognize developing and developed upset conditions so they can make control inputs based on desired aircraft reaction. Control deflections at one point in the flight envelope might not be appropriate in another part of the flight envelope. Pilots should have a fundamental understanding of instrumentation and flight dynamics in Pitch/Power/Roll/Yaw in order to recognize the current state of the airplane and make the correct control inputs to arrest the divergence or recovery from the upset. The Air Data Instrument (ADI) is the primary control instrument for recovery from an upset. Due to varying visibility conditions, one cannot depend on having adequate outside visual references.
6. Recovery: An overview of actions to take to recover from an upset encompasses three basic activities, which should be part of every upset recovery:
• Manage the energy;
• Arrest the flightpath divergence; and
• Recover to a stabilized flightpath.
b. Meteorology (Minimum: 2 Hours).
(1) Learning Objective. Students should gain an understanding of adverse weather conditions, weather conditions encountered at high altitude, available weather resources, and understand how to apply these principles in their decisionmaking in air carrier operations.
(a) Airplane Weather Detection Systems.
1. Equipment limitations.
2. Use of weather detection systems to navigate around hazardous weather.
3. Windshear detection systems (predictive and reactive) and avoidance strategies.
4. Turbulence avoidance, considerations, and mitigation strategies.
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5. In-flight icing detection, avoidance, considerations, and mitigation strategies.
6. Ground deicing/anti-icing: airplane deice/anti-ice procedures, use of hold-over tables, calculating hold-over times, and pre-takeoff contamination checks. (Refer to the current edition of AC 120-58, Pilot Guide Large Aircraft Ground Deicing.)
7. Mountain wave activity and its potential effect on safe operating margins.
8. Crosswind operating techniques and cautions and limitations.
9. Air carrier meteorology products which assist in the avoidance of adverse weather.
10. Braking action/friction reports, limitations, and best practices.
(b) Air Carrier Low-Visibility Operations. Including low-visibility surface movement, and category (CAT) II and CAT III approaches (Overview).
c. Air Carrier Operations (Minimum: 14 Hours).
(1) Physiology/Fitness for Duty (Overview).
(a) Learning Objective. Students should have an understanding of the effects of altitude on human physiology and crewmember responsibilities to remain fit for duty.
(b) Training Topic Components.
1. Hypoxia: signs, symptoms, and effects; times of useful consciousness.
2. Aircraft decompression–causes and recognition of cabin pressure loss.
3. Altitudes/conditions which require the use of oxygen masks.
4. Effects of fatigue on performance, including mitigation strategies. (Refer to the current edition of AC 120-100, Basics of Aviation Fatigue.)
(2) Communications.
(a) Learning Objective. Students should gain an understanding of advanced aircraft communication systems, regulations pertaining to communications in air carrier operations, and understand how to communicate and apply these principles in a high-workload environment.
(b) Training Topic Components.
1. Sterile flight deck rules.
2. Briefings: Discuss advantages of proper briefings and how to properly accomplish professional briefings for all phases of ground and flight operations.