• Training abnormal maneuvers such as unusual attitude recovery and simulated system malfunctions.
• Simulated emergency engine failure demonstration.
• Simulated emergency landing demonstration.
14.1.2.3 Additional Training Subject Components for Airplane and Glider Categories. The program instructor should have the enrollee describe and demonstrate teaching techniques specific to stalls, spin entry, spins, and spin recovery procedures. This training is applicable when these tasks are required by the relevant ACS/PTS for initial flight instructor applicants in the class of airplane or glider used in the FIEQTP course. For example, if the FIEQTP course uses a single-engine land airplane, then the teaching demonstrations should include:
• Demonstration of power-off stall, power-on stall, and accelerated stall.
• Demonstration of cross-controlled stall, elevator trim stall, and secondary stall.
• Demonstration of spin entry, spin, and spin recovery.
Note: All training demonstrations must be accomplished in an aircraft certificated for these maneuvers. The abnormal and emergency training should be specific to the aircraft used in the FIEQTP course.
For example, Rotorcraft-Helicopter course enrollees would describe and demonstrate autorotations, vortex ring state (VRS) (also known as settling with power), low-rotor revolutions per minute (rpm) recovery, etc.
14.1.3 F light Training Area C. Risk management and potential results of improper, untimely, or nonexecution of safety measures critical to flight training. (Recommended: 2 hours.)
14.1.3.1 L earning Objective. Enrollees will develop an enhanced understanding of risk management and potential results of improper, untimely, or nonexecution of safety measures critical to flight instruction.
14.1.3.2 Training Subject Components. The training provider should have the enrollee describe and demonstrate teaching techniques specific to exchange of flight controls protocol and techniques for intervening during flight training when a flight instructor recognizes the potential for an unacceptable risk during flight operations. This should include typical scenarios that could occur during:
• Takeoff and departure phase.
• Approach and landing phase.
• Balked takeoffs and landings and go-arounds in various configurations.
• Stall entries and recoveries and spin avoidance, including abnormal and emergency procedures specific to the category, class, and type, if a class or type is applicable.
• Stall entries and recoveries and spin avoidance, including abnormal and emergency procedures specific to the category, class, and type, if a class or type is applicable.
• Cross-country weather deviation scenarios.
• Inadvertent entry into instrument meteorological conditions (IMC).
14.1.4 F light Training Area D . Methods of proper evaluation of an initial flight instructor applicant to detect improper and insufficient transfer of instructional knowledge, training, and performance of the initial flight instructor applicant. (Recommended: 2 hours.)
14.1.4.1 L earning Objective. Enrollees will develop an enhanced understanding of the methods of proper evaluation of an initial flight instructor applicant to detect improper and insufficient transfer of instructional knowledge, training, and performance.
14.1.4.2 Training Subject Components. The enrollee should describe and demonstrate how to recognize and correct poor performance from an initial flight instructor applicant who is demonstrating various tasks and teaching techniques.
1. Examples include:
• Student demonstration and guided recommendations.
• Critiques during demonstrations.
• Correction of student errors.
• Allowances for self-correction.
2. Poor performance may include:
• Failure to intervene in a timely fashion.
• Failure to demonstrate or explain maneuvers correctly or completely.
• Failure to communicate expectations for successful completion of a maneuver.
14.1.5 F light Training Area E. Corrective action in the case of unsatisfactory training progress.
(Recommended: 1 hour.)
14.1.5.1 L earning Objective. Enrollees will understand corrective action in the case of unsatisfactory training progress.
14.1.5.2 Training Subject Components. The FAA recommends including the following topics:
1. Instructional techniques to include scenario-based training and applicable recommended corrective actions for unsatisfactory flight training progress.
2. Actions for when the initial flight instructor applicant fails to evaluate the student’s level of knowledge through assessment of maneuvers or tasks while providing flight training.
3. Actions for when the initial flight instructor applicant demonstrates a procedure or maneuver correctly, but does not fully understand the principles and objectives involved. For example:
• Vary the performance of the maneuver slightly,
• Combine it with other operations, or
• Apply the same elements to the performance of other maneuvers.
4. Failure to provide positive reinforcement to shape flight deck behavior during flight training.
5. Untimely instructor enrollee interventions when safety is not assured.
14.1.6 Flight Training Area F. Methods to detect personal characteristics of an initial flight instructor applicant that could adversely affect safety. (Recommended: 1 hour.)
14.1.6.1 Learning Objective. Enrollees will develop an enhanced understanding of the methods to detect personal characteristics of an initial flight instructor applicant that could adversely affect safety.
14.1.6.2 Training Subject Components. The training provider will have the enrollee describe and demonstrate unfavorable teaching techniques and corrective action that might affect the safety of the training flight. Examples might include:
• Failure to recognize unacceptable performance by a student (e.g., ignoring ACS/PTS, as applicable).
• Failure to brief students in advance of instructor actions when controlling the aircraft.
• Poor coordination of who is controlling the aircraft during lessons.
• Failure to clear the area before maneuvers.
• Failure to ensure visual flight rules (VFR) operations.
• Permitting actions that violate safe practices or regulations.
• Allowing demonstration of maneuvers at unsafe altitudes.
15 END-OF-COURSE INSTRUCTIONAL PROFICIENCY FLIGHT TEST.
15.1 Pursuant to § 61.195(h)(3)(iii), an enrollee must complete an end-of-course instructional proficiency flight test on the tasks covered in § 61.195(h)(3)(ii)(A)–(F). The enrollee
16 should select maneuvers from the appropriate flight instructor PTS/ACS that are challenging to teach to an initial flight instructor applicant. The training provider should have the enrollee describe their plan of action for the test.
15.2 The enrollee should accomplish select maneuvers emphasizing the demonstration performance method of instruction. This should include demonstrating maneuvers while emphasizing best teaching practices to an evaluator, who should pose as the initial flight instructor applicant in training. The emphasis should be on instructor skills or actions and recognizing common errors for each maneuver. The enrollee should demonstrate a high level of proficiency as described in the appropriate PTS or ACS. This is a demonstration of how to teach maneuvers effectively and how to direct students to accomplish tasks and maneuvers safely. The chief or assistant chief instructor of a part 141 pilot school/provisional pilot school, TCPM of a part 142 training center, or other persons specified in § 61.195(h)(3)(vi)(A)–(C) should administer the instructional flight proficiency test.
Note: The criteria for successful completion of flight maneuvers should be the standards identified in the appropriate flight instructor and associated commercial pilot and/or private pilot PTSs and/or ACSs.
16 USE OF AN FSTD OR AATD. The FIEQTP may use a qualified and approved FFS or FTD for the entire flight training and testing of the approved training program, pursuant to § 61.195(h)(3)(iv). A part 141 school offering an FIEQTP may use an FAA-approved AATD for up to 5 hours of training, pursuant to § 61.195(h)(3)(v) and part 141 appendix K. However, because part 142 training centers are not currently permitted to utilize ATDs, a part 142 training center may not use an ATD for its FIEQTP. The FAA notes that part 141 FIEQTP providers cannot credit the use of a basic aviation training device (BATD) for any training. A BATD does not provide an adequate training platform for both procedural and operational performance tasks specific to the flight training requirements for a flight instructor certificate. Therefore, the utilization of BATDs in the FIEQTP is not contemplated in the regulations.
16.1 Ground Trainers. The training should first begin in a ground trainer, and then move to an aircraft to validate proficiency. The training program and syllabus should clearly identify the specific lessons intended to use the ground trainer, the intended tasks, and the completion standards. Pilot/provisional pilot schools and training centers certificated under part 141 and part 142, respectively, would be required to comply with any FFS, FTD, or AATD requirements applicable to the part under which they conduct an FAA-approved FIEQTP course.
16.2 Use of FSTDs. Some or all of the equivalent 10 hours of flight training may be conducted in a qualified and approved FTD or FFS in accordance with § 61.195(h)(3)(iv). Any maneuver that is not approved for training in an FTD by the National Simulator Program (NSP) must be accomplished in the aircraft. All training should be accomplished in a Level 5 or higher FTD.
16.3 Use of AATDs. A maximum of 5 hours of equivalent flight training may be conducted in an FAA-approved AATD in accordance with §§ 61.4(c) and 61.195(h)(3)(v).
16.4 Briefings Before and After Each Flight Training Session in an Aircraft/AATD/FSTD. In order to correlate the academic knowledge portions with the flight training portions of the course, the training provider should conduct prebriefings before each flight training session. The prebriefing should review the training subject components planned for that flight training session. A briefing after each flight training session should review those components presented and allow the enrollee an opportunity for further questions.
17 FIEQTP GRADUATION CERTIFICATE. After an enrollee successfully completes an FIEQTP by passage of both the end-of course written test and end-of-course instructional proficiency flight test, the training provider is required to issue a graduation certificate pursuant to § 61.195(h)(3)(vii). The graduate of an FIEQTP course can present the graduation certificate as proof of eligibility to provide instruction to initial flight instructor applicants. The graduation certificate should contain at least the following information:
• Name and certificate number of the part 141 pilot school or part 142 training center,
• Full name and certificate number of the flight instructor graduate of the FIEQTP,
• The course of training,
• Date of graduation, and
• Authentication of the certificate (e.g., official certification/seal of the training provider or signature by a delegated representative of the training provider).
18 UNSATISFACTORY END–OF-COURSE TESTS. As required by § 61.195(h)(3)(iii), each flight instructor enrolled in the FIEQTP must satisfactorily complete an end-of-course written test specific to the ground training subjects in § 61.195(h)(3)(i) and an end-of-course instructional proficiency flight test specific to the flight training areas in § 61.195(h)(3)(ii). Enrollees who do not pass the end-of-course written test or the end-of-course instructional proficiency flight test may receive additional training by the training provider. The training provider may permit the enrollee to retake the test(s) if the training provider determines such action is appropriate. Specifically, the training provider should ensure that the additional training adequately covers the ground instructional training or flight instructional proficiency areas identified in the previous failure. Further, the training provider should ensure that, should an enrollee be permitted to retest, the test is not identical to the previous test that the enrollee did not complete satisfactorily, and ensure the test sufficiently covers the previously unsatisfactory ground training subjects or instructional proficiency flight areas, respectively.
18 19 AC FEEDBACK FORM. For your convenience, the AC Feedback Form is the last page of this AC. Note any deficiencies found, clarifications needed, or suggested improvements regarding the contents of this AC on the Feedback Form.
R obert Ruiz for Lawrence Fields Executive Director, Flight Standards Service
Advisory Circular Feedback Form If you find an error in this AC, have recommendations for improving it, or have suggestions for new items/subjects to be added, you may let us know by contacting the General Aviation and Commercial Division at 9-AFS-800-Correspondence@faa.gov or the Flight Standards Directives Management Officer at 9-AWA-AFB-120-Directives@faa.gov.
Subject: AC 61-145, Flight Instructor Enhanced Qualification Training Program (FIEQTP) Date: _____________________ Please check all appropriate line items:
An err or (pro ce dural or typographical) has been noted in paragraph ____________ on page _______.
Recommend paragraph _____________ on page __________ be changed as follows:
______________________________________________________________________ ______________________________________________________________________ In a future change to this AC, please cover the following subject:
(Briefly describe what you want added.)
______________________________________________________________________ ______________________________________________________________________ Other comments:
______________________________________________________________________ ______________________________________________________________________ I would like to discuss the above. Please contact me.
Submitted by: Date: ______________________