13.7 Internet FIRC Testing. When a provider presents an internet FIRC in a lesson-by-lesson manner (as opposed to stages found in a conventional in-person FIRC program), a written test consisting of at least five multiple choice questions relating to the material covered in each lesson should be administered following each lesson. The total number of questions for the course will meet or exceed 60. A minimum score of 70 percent is required for satisfactory completion of each test administered. A score of less than 70 percent will require the attendee to restudy the material and retake the test for that lesson. The programming may not allow the attendee to proceed until the attendee achieves that minimum score. Providers may retest online attendees to 100 percent if they choose to, provided that they give adequate retraining specific to the attendee’s deficient areas.
Attendees who receive retraining on deficient areas need only be retested on those specific areas; however, the questions used for the makeup test portions must be different from the ones first answered incorrectly. A second score of less than 70 percent on any specific lesson will require contact with the course provider for instructions on how to proceed. No two internet-based tests can be identical. The provider must randomize tests between attendees and with individual attendees taking FIRCs at a later date.
14 TCO REVISION, AMENDMENT, OR DELETION.
14.1 Required and Optional Revisions. Providers or organizations approved to present FIRC programs are required to revise their subject matter as necessary to reflect changes in policy or recommendations. Revisions in response to changing emphasis in subject matters currently listed in Appendix A and other subject matters selected for periodic emphasis by the FAA will usually be deferred until the provider renews their authorization. Additionally, the FAA requires providers to change exams at least once every 2-year renewal period. Providers may make any changes they wish to their TCOs throughout the approval period, provided that they include, at a minimum, the current core topics listed in Appendix A or any other changes that the Administrator has determined necessary. However, the General Aviation and Commercial Division must approve all proposed substantive changes to the TCO before the provider presents them in a FIRC.
14.2 S ubmission of Revisions. The provider should email a revised TCO with all proposed revisions to 9-AWA-AVS-AFS-FIRC@faa.gov or send them by any of the methods identified in paragraph 9.1. The provider should submit a single digital (i.e., Microsoft Word document) copy of the change(s), accompanied by a revised TCO, and a separate electronic letter requesting approval of the change(s). The provider may not include the revised material in the FAA-approved presentation until actual receipt of the letter of approval from the General Aviation and Commercial Division. Changes to the selection of any preapproved electives (provided that lesson plans for each are on file with the FAA) do not need approval; only email notification to the same FAA email address identifying what the elective changes are and where and when the provider will present them. It is highly recommended that any submitted documents to the FAA email address require an electronic return receipt. A change of chief instructor or assistant chief instructor will require notification to the General Aviation and Commercial Division in accordance with the instructions contained in paragraph 16.
14.3 Method. The method for revising, amending, or deleting materials in the TCO should:
• Ensure approval chronology.
• Include the effective date of change or revision.
• Ensure ease in identifying changed or revised material.
• Include entry of change on a revision summary page.
• Include written guidance describing the revision procedure that the provider will use.
15 SCHEDULING OF COURSES. FIRC providers are required to keep the General Aviation and Commercial Division directly apprised of the dates, times, and locations of each course presentation. This is typically accomplished in the form of an email or physical mail.
15.1 FAA Safety Team (FAASTeam) FIRC Scheduling Website. The FAA intends to provide FIRC information at https://www.faasafety.gov to display upcoming FIRC events. The intent is for the public to be able to find general FIRC information, as well as specific information on participating FIRC providers. As such, FIRC providers will have a place to input basic information about their programs. Information will include provider name, website (if applicable), contact email, contact telephone, and the current schedule of presentations. Listings of FIRC presentations may include state, city, dates, and times.
If, for any reason, a FIRC provider does not wish to have their information listed, they may select the option to disallow their information from being visible to the public. Any provider who chooses not to allow their information to be visible to the public must nevertheless maintain their schedule data for FAA personnel. The FAA will treat such data as proprietary and not permit access to it outside the FAA.
15.2 I nability to Upload. If the provider is unable to upload schedule information for any reason, they must notify the General Aviation and Commercial Division of their scheduling plans directly, preferably via the FAA’s FIRC email address at 9-AWA-AVS- AFS-FIRC@faa.gov or through any of the methods identified in paragraph 9.1. The provider should notify the General Aviation and Commercial Division at least 2 weeks prior to the expected presentation to allow the FAA sufficient time to arrange for an ASI to observe if it wishes.
15.3 Sc heduling Website Versus Information Website. The FAASTeam FIRC scheduling website should not be confused with the FAA’s FIRC general information website located at https://www.faa.gov/pilots/training/firc.
16 CHANGE OF CHIEF INSTRUCTOR OR ASSISTANT CHIEF INSTRUCTOR.
The approved FIRC provider should notify the General Aviation and Commercial Division when making a change in the provider’s chief instructor (or assistant chief instructor where designated). A FIRC provider may not conduct FIRCs without an authorized FIRC chief instructor. The FIRC provider should notify the General Aviation and Commercial Division at least 45 days before the change, but in no case later than 10 days after the change. Notification should be in electronic form and include an
34 updated TCO with the new chief or assistant chief instructor’s information (i.e., Microsoft Word document or Portable Document Format (PDF)).
17 CHANGE OF PROVIDER. Should a change in provider occur due to sale or other reason and no change in personnel or course content occurs, the providers (both old and new) are required to notify the General Aviation and Commercial Division at least 15 days before the presentation of any FIRC programs conducted under the new FIRC provider. If it is an internet-based program, the provider should notify the FAA within 48 hours of transfer of the private rights to the program to the new owner by email sent to the FAA FIRC email at 9-AWA-AVS-AFS-FIRC@faa.gov. If the change in provider involves any change in personnel of the approved FIRC TCO, authorization to conduct any further FIRCs is canceled until the new provider has obtained FAA approval.
18 FAILURE TO COMPLY WITH AN APPROVED TCO. The failure of a FIRC provider or its representatives to comply with an approved course of training, or to complete any required corrective action on a timely basis, as deemed appropriate, can be the basis for denial or withdrawal of the FAA’s approval and associated delegation of authority. When the FAA determines that a revision to a previously approved TCO or related corrective action is necessary, the provider will be given no more than 60 days to make the necessary revision or corrective action, as appropriate. Should the provider not make the necessary revision or corrective action within 60 days, FAA approval and authorization to conduct FIRC programs will be withdrawn automatically.
19 FIRC APPROVAL PROCESS.
19.1 TCO Document Submission. Candidates requesting authorization to become a FIRC provider should submit a written request and a TCO to the General Aviation and Commercial Division for consideration. (See paragraph 9.1 for methods of contacting and transferring documents to the General Aviation and Commercial Division.) A provisional pilot school or pilot school (under part 141) wishing to include or add a FIRC under part 141 appendix K should submit a written request and a TCO to the appropriate FSDO.
When the FAA receives an authorization request, the General Aviation and Commercial Division, or the certificate holding FSDO for a provisional pilot school or pilot school under part 141, when applicable, will conduct a thorough review of the TCO. Candidates should understand that they have full responsibility for developing and maintaining a TCO that complies with the requirements for TCO approval and subsequent FIRC program presentations. If the TCO meets all the guidance and recommendations discussed in this AC, the FAA will issue an approval. The FAA will not issue an approval when a TCO does not meet FIRC TCO development, training, and testing standards, so please verify that the TCO follows the guidance and recommendations provided in this AC before the General Aviation and Commercial Division or certificate holding FSDO receives it for review.
35 Note: The FAA will not approve an initial or renewal request without receiving a TCO from the organization requesting authorization. As such, all candidates and FIRC providers should develop, submit, and maintain an up-to-date TCO. Upon FAA consideration and authorization, the TCO serves as a record for the provider and the FAA.
19.2 FAA LOA. When the FAA finds that a FIRC TCO meets authorization standards, they will forward a signed letter indicating approval of the submitted TCO to the provider electronically. The approval letter constitutes authority to conduct FIRCs at locations either within or outside the United States. The FAA may withdraw approval at any time for sufficient cause, but, in any case, will become invalid on the last day of the 24th month after original approval, unless the FAA grants a renewal or other form of continuation approval. FAA personnel will monitor one of the first FIRCs presented by a new provider. The FAA will approve an internet FIRC on a case-by-case basis, and the FAA will provide approval by the same method as for any other FIRC.
19.3 Field Inspections. The appropriate FSDOs are expected to monitor these programs to the extent possible. The appropriate FSDO, a representative of the General Aviation and Commercial Division, or any other representative of the FAA Administrator may monitor FIRC presentations at any time on a random basis.
20 FIRC RENEWAL, WITHDRAWAL, OR CANCELLATION.
20.1 Renewal Requests. FIRC providers holding approval who desire to renew their authorization to conduct FIRC programs beyond the date of original expiration should send their request for renewal to the General Aviation and Commercial Division. (See paragraph 9.1 for methods of contacting and transferring documents to the General Aviation and Commercial Division.) It is the provider’s responsibility to ensure that its FIRC approval has not expired. Should the FAA’s approval of a FIRC expire, a graduation certificate issued by the provider after the expiration date is invalid. The FAA will not honor a graduation certificate issued by a provider that held an expired approval.
Additionally, an ACR designation, if held, is no longer valid after the expiration of a FIRC LOA and, therefore, may not be used.
20.2 Required Renewal Documents. A pproved providers who wish to renew an already existing FIRC TCO will submit a complete, new digital TCO with a new submission date and an updated revision page. The provider should clearly identify any changes from the previously approved TCO. The FIRC provider should convey the most up-to-date information possible. The FIRC provider has the responsibility to continually research and keep abreast of dynamic issues affecting the training needs of pilots. However, if there are no changes to the body of the TCO, then the cover letter will state that there have been no changes. In any event, each provider is still required to update the tests or test question pool each renewal period as discussed in paragraph 11.11. If the provider submits a TCO containing the most up-to-date information possible and has only changed the test(s) in the resubmitted documentation, the revision page will show a revision date with the notation “Updated test(s) only.”
20.3 Reissuance of LOAs. Upon a finding by the General Aviation and Commercial Division that the submitted TCO is in compliance with current FIRC TCO development, training, and testing standards, as discussed in this AC, and is otherwise acceptable, the General Aviation and Commercial Division will issue a new LOA establishing a new expiration date. Failure to comply with the FAA-approved TCO or the FIRC standards discussed in this AC, or the failure to incorporate necessary changes to the existing TCO when so directed by the General Aviation and Commercial Division in writing, may be sufficient cause for withdrawal of the approval.
20.4 Retention of Expired Documents by the FAA. If the General Aviation and Commercial Division has not received a letter from the FIRC provider requesting renewal as described above, or if the provider requests to surrender its authorization, the FAA will not return the materials originally approved and presented by the applicant; in this case, the FAA may choose to destroy those materials. The provider may not present any courses from that point on. To reestablish approval, the applicant should then comply with the original application procedures as outlined in this AC.
Note: The FAA will not notify FIRC providers of an approaching expiration date.
Monitoring a provider’s approval period is the responsibility of the provider.
21 APPLICATION AND APPROVAL OF AN ACR EMPLOYED SOLELY BY A FIRC PROVIDER.
21.1 Reissuance. An ACR affords the FIRC provider the ability to process flight instructor applications to validate recent experience in accordance with § 61.197(b)(2)(iii) or reinstatement of privileges in accordance with § 61.199(a)(1) or § 61.427(a), as applicable, and forward them directly to the Airmen Certification Branch without directly involving the FSDO.
21.2 Requirements for Employing an ACR. FAA-approved FIRC providers who have held their approval for a period of at least 12 calendar months and presented at least one full FIRC program within that year may qualify to request designation of an ACR for their FIRC.
21.3 ACR Appointment. Appointment of an ACR is the responsibility of the appropriate FSDO. Qualified providers should contact their FSDO directly to make application to employ an ACR for their program. Approval or denial of a provider’s application for an ACR is made at the discretion of the appropriate FSDO.
21.4 ACR Designation or Renewal. Procedures and requirements for the designation or renewal of an ACR are outlined in Order 8000.95, Designee Management Policy, as amended.
37 22 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
Appendix A A-1 APPENDIX A. REQUIRED INSTRUCTIONAL CORE TOPICS FOR FAA-APPROVED
TCO CURRICULA
1. The Federal Aviation Administration (FAA) may periodically revise subject matter listed herein to reflect the changing emphasis determined by the FAA for the establishment of flight instructor recent experience under Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.197(b)(2)(iii). Flight instructor refresher course (FIRC) providers should check the FIRC informational website at least once every 90 days for any updates or changes in FIRC policy, guidance, or resources. The website is located at https://www.faa.gov/pilots/training/firc.
2. The core topics described below are those that approved FIRC providers are required to present during any FAA-approved FIRC program presentation. The FAA does not require the FIRC provider to use verbatim titles for the required core topics; however, the FIRC provider will identify core topics in the training course outline (TCO) for FAA review (see paragraph 11.3). The provider may teach these core topics individually or in combination when teaching them together is appropriate. However, the provider should teach these core topics in logical succession and in cohesive units consistent with the instructor attendees’ need to know, their ability to understand the subjects, and the core topics’ application to the instructional process.
3. The instruction presented should be clearly identifiable as relating to the required core topics li sted here. No fewer than 16 hours of instruction may be given in each FIRC program (including course material and additional time allowed for breaks, testing, etc.). The provider needs to incorporate all core topics listed below within these 16 hours or greater of instruction. There are minimum time requirements for individual core and elective topics. This is because it is not likely that the presenter could cover any individual core topic comprehensively in less than 45 minutes or elective topic in less than 30 minutes. The provider should identify the expected time that a presenter will spend on a given topic in each of the TCO’s lesson plans. The provider should also identify each topic’s expected start and stop times in the TCO’s schedule page. The provider, at their discretion, may present additional subject matters germane to flight instruction as elective topics in meeting the total 16-hour requirement. The General Aviation and Commercial Division or pilot school/provisional pilot school Principal Operations Inspector (POI), as appropriate, will review and approve these subjects on a case-by-case basis. Once the FAA grants initial TCO approval, the provider can submit additional subject matter topics via email to the FAA’s FIRC email address at 9-AWA-AVS-AFS-FIRC@faa.gov (or the certificate holding FSDO for a provider that is a part 141 pilot school or provisional pilot school).
4. The FIRC provider should design each of its lessons in a manner that teaches its attendees how to teach their clients and students effectively. To meet this goal, the FIRC provider should convey the most pertinent and up-to-date information possible. This places the responsibility on the FIRC provider to continually research and keep abreast of dynamic issues affecting the training needs of pilots. Conveying timely information through the FIRC program promotes flight instructor awareness of dynamic issues that General Aviation (GA) pilots need to know.
Appendix A A-2 REQUIRED CORE TOPICS.
A.1 Navigating in the 21st Century: Pilotage to Global Positioning System (GPS), Automation, and Technically Advanced Aircraft (TAA). GPS has quickly become the principal means of navigation for many GA pilots. Pilots and aircraft owners are taking advantage of modern avionics and flight automation equipment. Glass cockpits are equipped in most new aircraft, as well as available for many legacy and experimental aircraft. GPS, positioning on a moving map, weather depiction, terrain/traffic awareness, and modern autopilots have made a significant presence in the GA fleet. While this represents a significant improvement in GA and navigation, overdependence on automated systems also introduces a number of new potential hazards. Instructors should be aware of what the systems can and cannot do, and be well versed in the potential hazards that pilots may encounter due to the use of automation, such as excessive headsdown time, automation fixation, automation dependency, database currency and limits, etc. Pilots should learn their airplane’s limitation, systems limitations, and all manufacturer’s recommended procedures for its use before a pilot can fly the aircraft safely. This is especially important for TAA equipped with automated avionics and flight automation systems (e.g., flight management system (FMS) or coupled autopilots).
Instructors should be able to quickly recognize systems automation-based risky behavior in their students and how to correct it. Instructors should also ensure that their students do not become overdependent on these systems to the exclusion of the more traditional methods of navigation, such as pilotage, dead reckoning, and very high frequency omnidirectional range (VOR). Pilots using advanced automation must remain proficient in manual aircraft control to fly safely and not allow the use of the aircraft’s automation to degrade their primary skills. Advanced avionics and flight automation offer many levels of automation. Pilots need to understand that no one level of automation is appropriate for all flight situations. If an automation system failure occurs, in whole or in part, the pilot should possess the knowledge and skill to address the situation.
Therefore, the FAA strongly recommends that pilots and flight instructors strive for proficiency in every aspect of the aircraft flown, which includes maintaining the pilot’s proficiency in manual aircraft control to mitigate the risk of loss of aircraft control. Pilots transitioning to TAA, or any unfamiliar aircraft, should receive specialized transition training from a qualified flight instructor with experience in the specific aircraft’s make, model, and equipment. Flight instructors also need to fully understand the definition of TAA, Automatic Dependent Surveillance-Broadcast (ADS-B), and Next Generation Air Transportation System (NextGen). Therefore, FIRC providers should also include training on the regulatory definition of TAA, an overview of ADS-B, and an overview of NextGen in this lesson.
A.1.1 Technically Advanced Airplane (TAA). F AA/Industry Training Standards (FITS) initially described a TAA as “an aircraft that contains GPS navigator with a moving map, plus any additional systems (e.g., an autopilot combined with a GPS navigator is also a TAA).” However, in the summer of 2018, the FAA specifically defined the term technically advanced airplane in the federal aviation regulations under § 61.1 and defined the qualifying requirements for TAA under § 61.129(j).
Appendix A A-3 A.1.2 Automatic Dependent Surveillance-Br oadcast (ADS-B). ADS-B replaces radar technology with satellites to track aircraft movement, which in turn provides major advantages. ADS-B is a foundational NextGen technology. Real-time ADS-B is now the preferred method of surveillance for air traffic control (ATC). GA is safer with ADS-B traffic, weather, and flight-information services. Safety and efficiency improve with advanced ADS-B.
A.1.3 NextGen. Nex tGen is a large-scale FAA initiative to modernize the U.S. National Airspace System (NAS) in the 21st Century. Through NextGen, the FAA has modernized air traffic infrastructure in communications, navigation, surveillance, automation, and information management with the aim of increasing the safety, efficiency, capacity, predictability, flexibility, and resiliency of American aviation. NextGen’s scope includes airport infrastructure improvements, new air traffic technologies and procedures, and safety and security enhancements.
A.2 Security-Rel ated Special Use Airspace (SUA): What’s Going on Where; How to Stay Clear. Several significant airspace changes have resulted from the events of 9/11.
Pilots in training depend on their instructors to guide them through the intricacies of the new and changing airspace regulations and to make them aware of the consequences of violating those airspaces. “Floating” temporary flight restrictions (TFR), particularly common during election years, are a significant challenge for pilots. Regulations regarding powerplants and stadiums are now in place. Instructors should have thorough knowledge about concepts entirely new to many GA pilots, such as the Washington, DC Flight Restricted Zone (FRZ) and Special Flight Rules Area (SFRA), formally the Air Defense Identification Zone (ADIZ). In addition, all pilots should be made fully aware of intercept procedures. The consequences of violating airspaces have become much more severe and often allow little flexibility with respect to enforcement.
A.3 Transportation Security Administration (TSA): What Flight Instructors Need to Know to Stay Out of Trouble. The TSA now has a role in flight training. Consequently, flight instructors should know which airman certificates the TSA is interested in.
Instructors should also be aware of the requirements for citizenship documentation, recordkeeping, foreign student processing, flight instructor and flight school security awareness training, and more. FIRC providers should deliver up-to-date training designed to assist and ensure that the flight instructor attendee is fully aware of the latest TSA requirements. The FIRC represents an ideal venue to update the instructor on the TSA’s role and requirements in flight training. Not following the TSA guidelines properly can have serious consequences both for the student and for the flight instructor.
A.4 How to Teach Effectively and Build a Culture of Safety. Flight instructors are highly trained individuals. They hold vast amounts of knowledge gleaned during their own training and through their own experiences. Having a well-founded basis of knowledge is critical to being an effective instructor. However, if that highly trained and knowledgeable instructor is unable to convey their knowledge to a student, then the instructor is ineffective as a flight instructor, regardless of knowledge and expertise.
Teaching is an art. It requires not just an understanding of the topic, but an understanding of how people think and learn. It requires a certain amount of psychological
Appendix A A-4 understanding. Virtually all instructors took coursework in the fundamentals of instruction, which offers a basic theoretical framework for the teaching and learning processes. As presented in the FIRC setting, this topic is expected to build upon and expand those skills necessary to effectively transfer knowledge to pilots. Incumbent upon this is building the instructor’s ability to instill a culture of safety in the minds of their students and to spread and support the safety mindset throughout their aviation workplace on an everyday basis.
A.5 Current Safety Trends in GA: How Flight Instructors Can Directly Contribute to Aviation Safety. The United States has the largest and most diverse GA community in the world, with more than 220,000 aircraft, including amateur-built aircraft, rotorcraft, balloons, and highly sophisticated turbojets. Over the last 25 years, GA accident rates have been continuing on a very slight downward trend, but there is still room for improvement. Even one fatality is too many. Although the fatal accident rate is declining, in fiscal year (FY) 2017, 347 people still died in 209 GA accidents. What are some of the causes of accidents? What types of accidents have declined? What types of accidents have increased and why? What are the things that flight instructors in particular can do to influence those trends? Seven of the 10 top causal factors in GA accidents involve low-altitude maneuvering and loss of control (LOC) of the aircraft. These include takeoffs and landings, stall/spin accidents, initial climb, and low-altitude maneuvering, among others. Instructors need to be aware of these safety trends and the causal factors behind these accidents, such as excessive angle of attack (AOA), aircraft Weight and Balance (W&B), bank-induced G loading, and many others, and how to avoid them. Risk management (RM) and risk intervention strategies are aeronautical decision-making (ADM) processes designed to systematically identify hazards, assess the degree of risk, and determine the best course of action. These processes begin with the identification of hazards, followed by assessments of the risks, analysis of the controls, making control decisions, using the controls, and monitoring the results. It is the responsibility of the flight instructor to instill these skills in their students and other pilots with whom they fly.
However, to do so effectively, they should have the ability to clarify and present this knowledge in such a way that their students absorb the knowledge at a fundamental level so that when faced with a RM or risk intervention opportunity, they can respond quickly and accurately to mitigate or eliminate the risk. At the same time, instructors must also be skilled in instilling those RM mechanisms in such a way as to make them integral parts of their students’ safety mindsets, yet not instill unreasonable fear in those students who may still be developing their skill sets.
A.5.1 Contributing to GA Safety. The FAA’s goal is to reduce the GA fatal accident rate by 10 percent over a 10-year period (2009-2018) and beyond. Flight instructors play a leading role in promoting GA safety. You can find more information concerning GA safety in the FAA Fact Sheet – General Aviation Safety at https://www.faa.gov/newsroo m/general-aviation-safety?newsId=21274.
A.5.2 FAA Industry Partnerships Identifying and Reducing Risks. Using data, the FAA and industry are working together to identify risk, pinpoint trends through Root Cause Analysis (RCA), and develop safety strategies. The FAA and the GA community carry out this work through their partnership with the General Aviation Joint Safety Committee
Appendix A A-5 (GAJSC) and other industry groups. Flight instructors can provide targeted training in response to findings and recommendations from these groups.
A.5.3 Helicopter Safety. T he FAA partners with the International Helicopter Safety Team (IHST) and the U.S. Helicopter Safety Team (USHST) to promote safety and reduce civil helicopter accidents and fatalities worldwide.
A.5.4 Lesson Development. While the FAA requires FIRC providers to present a comprehensive overview of current GA safety trends as a core topic, they should also present the theme of the flight instructor’s role in enhancing safety in this lesson and weave this theme throughout the entire FIRC program.
• You can find more information concerning the GAJSC at http://www.gajsc.org/.
• You can find more information concerning the USHST at http://www.ushst.org/.
A.6 Pilot Deviations: Their Causes and How to Teach Pilots and Students to Avoid Them. Flight instructors should understand that GA pilots are responsible for more than 80 percent of all pilot deviations and that pilot deviations were responsible for 63 percent of runway incursions in FY 2012. The FAA defines a pilot deviation as an action of a pilot that results in the violation of a Federal aviation regulation. Pilot deviations are broadly classified as either airborne deviations or surface deviations. Within each of these two broad classifications are a number of subclassifications. The principal areas of concern in the airborne classification include altitude deviations, course deviations, and airspace incursions. The principal area of concern within the surface deviation classification involves runway incursions, but surface deviations also include vehicle/pedestrian violations. While the outcomes of most pilot deviations are benign, any deviation has the potential to be catastrophic. Because of this potential for catastrophic outcome, pilot deviations are a major concern in both the aviation industry and within the FAA. Since all pilot deviations involve pilots, and virtually all GA pilots receive training from flight instructors at some point, the flight instructor plays a critical role toward reducing the pilot deviation incident rate. This necessitates an intimate understanding on the part of the instructors of the causes of these incidents, and the development of tactics to recognize and avoid those situations that may have a potential to result in a pilot deviation. For example, flight instructors should understand that not meeting the FAA Aviation English Language Standard (AELS) directly affects a pilot’s ability to avoid runway incursions and other potential pilot deviations. FAA AELS ensures efficient communications for receiving and understanding a clearance issued by ATC. Thus, a flight instructor should consider the pilot’s ability to meet FAA AELS during any flight evaluation or training event that the instructor conducts. (The core topic subject area addressed in paragraph A.9 below provides an expanded discussion on the FAA AELS.) The FIRC represents an ideal venue to update the instructor on pilot deviations, and to provide the attendee with the tools the attendee needs to convey mitigation tactics to their students. While the FAA requires FIRC providers to present pilot deviations as a core topic, they should also weave the theme of the flight instructor’s role in reducing pilot deviations throughout the entire FIRC program.
Appendix A A-6 A.6.1 Lesson Development. FIRC providers should develop this lesson to promote the attendees’ understanding of the common causes of pilot deviations and present strategies to avoid pilot deviations. This lesson should also include the common causal factors and avoidance procedures for specific pilot deviations such as runway incursions. For example, detailed investigations of runway incursions over the past decade have identified three major areas (pilot errors) contributing to runway incursions. The first major area leading to runway incursions is the failure of a pilot to comply with ATC instructions; the second major area is a pilot’s lack of airport familiarity; and the third major area is a pilot’s failure to adhere to standard operating procedures and industry best practices. FIRC providers should also teach attendees the common challenges to pilots that lead to runway incursions. Lack of pilot proficiency, inadequate preflight planning, poor taxi procedures, distractions in the cockpit, loss of situational awareness (SA), and the improper use of aircraft lights are all challenges that, if not properly managed, can lead to a pilot deviation. Adverse weather, technology limitation, and complex airport designs are additional challenges that contribute to pilot deviations such as runway incursions. Training and procedures developed in compliance with FAA policies and industry best practices reduce the likelihood of pilot deviations such as runway incursions.
A.6.2 Teaching Strategies. FI RC providers should present strategies that attendees can use to teach runway incursion avoidance. For example, consider the following steps:
A.6.2.1 Pro ficiency. Training and continuing education lead to proficiency.
Proficiency is an essential step that pilots can take to avoid runway incursion.
Recurrent training, including a flight to a towered airport with an experienced flight instructor, is a good way to gain proficiency with airport operations and to develop the required skills to avoid runway incursions.
A.6.2.2 Planning. Pilots should plan each flight before it takes place, even when flying to a familiar airport. Conducting preflight planning for every flight places a pilot in a better position to avoid incidents, accidents, and runway incursions.
A.6.2.3 Procedures. GA pilots should use proper procedures to reduce the risk of an incident or accident. To do so, GA pilots should develop and adhere to set cockpit procedures based on regulatory requirements and industry best practices. Progressive taxi instructions are an excellent mitigation strategy to ensure compliance with taxi clearances, which is especially useful at unfamiliar controlled airports and receiving progressive taxi instructions is an effective strategy to prevent runway incursions.
A.6.2.4 Sterile Cockpit. A sterile cockpit is another procedural step that pilots should take to reduce the risk of a runway incursion. A sterile cockpit means avoiding all conversations and actions not related to flight during critical phases of aircraft operations such as taxi, takeoff, and landings. Proper taxi procedures should always include a distraction-free cockpit because distractions lead to