Appendix A A-12 takeoff; and the third is the risk of LOC on the base to final turn. The pilot’s ability to avoid a stall is a factor in all three scenarios.
A.11.3 Departure. Flight instructors should provide training ensuring pilots of small, singleengine aircraft depart in coordinated flight at the best-rate-of-climb speed (VY) for normal takeoffs and maintain this speed to the altitude necessary for a safe return to the airport in the event of an emergency. Instructors should emphasize that a departure at best-angle-of-climb speed (VX) is used only for obstacle clearance and short-field takeoff procedures. Flight instructors should also emphasize the risks and potential consequences of climbing out at speeds less or greater than what is required for a particular type of takeoff.
A.11.4 Return to Field/Engine Failure on Takeoff. Flight instructors should demonstrate and teach trainees when and how to make a safe 180-degree turnback to the field after an engine failure. Instructors should also train pilots of single-engine airplanes not to make an emergency 180-degree turnback to the field after a failure unless altitude, best glide requirements, and pilot skill allow for a safe return. Instructors should also emphasize that to return to the runway the pilot just took off from will require more than a 180-degree turn. This emergency procedure training should occur at a safe altitude and should only be taught as a simulated engine-out exercise. A critical part of conducting this training is for the flight instructor to be fully aware of the need for diligence, the need to perform this maneuver properly, and the need to avoid any potential for an accelerated stall in the turn. The flight instructor should demonstrate the proper use of pitch and bank control to reduce load factor and lower the stall speed during the turn. After completing this demonstration, the flight instructor should allow the trainee to practice this procedure under the flight instructor’s supervision. Flight instructors should also teach the typical altitude loss for the given make and model flown during a 180-degree turn, while also teaching the pilot how to make a safe, coordinated turn with a sufficient bank. These elements should give the pilot the ability to determine quickly whether a turnback will have a successful outcome. During the before-takeoff check, the expected loss of altitude in a turnback, plus a sufficient safety factor, should be briefed and related to the altitude at which this maneuver can be conducted safely. In addition, the effect of existing winds on the preferred direction and the viability of a turnback should be considered as part of the briefing.
A.11.5 LOC/Base to Landing. Specialized flight training that emphasizes establishing and maintaining a stabilized approach and landing also reduces the risk of LOC in an airport traffic pattern. A properly executed base-to-final turn considers crosswinds and enables pilots to begin final approach lined up with the intended runway’s extended centerline.
Instructors should instruct the pilot to reject an approach and initiate a go-around when the pilot cannot maintain a stabilized approach.
A.11.6 Instrument Meteorological Conditions (IMC). An other area where pilots have experienced LOC is while maneuvering in IMC. Vertigo or spatial disorientation has been a significant factor in many aircraft upset accidents. The common result when a non-instrument-rated pilot inadvertently continues flight into IMC is spatial disorientation of the pilot and LOC of the aircraft. Pilots who are instrument rated, but
Appendix A A-13 not instrument proficient, are also susceptible. Recovery from such a situation can be nearly impossible. Additionally, instrument-rated pilots maneuvering in IMC that fail to prioritize actions properly and utilize Crew Resource Management (CRM) may become inattentive or distracted, thus losing SA, which too often can lead to an LOC.
A.11.7 Pilot Proficiency. Studi es have shown that LOC is most likely to occur when pilots lack proficiency. However, mitigation of this risk can be accomplished using personal currency programs and proficiency training. Proficiency is essential when an unforeseen, abnormal, or emergency situation presents itself. Conditions exceeding personal skill limitations can present themselves at any time and can occur unexpectedly. When this happens, the pilot needs to be able to avoid being startled, make appropriate decisions in a timely manner, and exercise skills at a proficiency level needed to meet the situation.
Personal currency programs serve to develop and maintain pilot proficiency by promoting attributes such as aeronautical knowledge, aeronautical skill, and ADM. Pilot proficiency pays off because a highly proficient pilot can avoid or manage an in-flight emergency in a routine, safe, and efficient manner. The GAJSC recommends that pilots place emphasis focused on their specific proficiency needs by including training that may exceed regulatory minimum currency requirements. FIRCs can use this information to emphasize proficiency and training programs to reduce the risk of GA accidents. FIRC providers should include awareness training for instructors to learn that the GAJSC is the primary vehicle for government–industry cooperation, communication, and coordination on GA accidents. A FIRC provider’s LOC lesson should emphasize that GAJSC findings reveal common pilot errors leading to LOC, while GAJSC recommendations provide appropriate antidotal actions to reduce LOC and GA accidents. This information includes personal skill limitations, distractions, and spatial disorientation that lead to GA accidents. The flight instructor’s awareness of this information can directly benefit the effectiveness of student training. Trainees should understand that poor ADM, poor weather conditions, runway incursions, and poor aeronautical skills hold the potential to trigger LOC. The GAJSC is a vital contributor to the goal of reducing GA accidents.
Flight instructors should consider GAJSC findings and recommendations when conducting flight reviews, IPCs, and instructing other pilots on creating their personal currency action plans. AC 61-98 and the Airplane Flying Handbook (FAA-H-8083-3) both include sections pertaining to LOC.
A.12 ACS. Sinc e September 2011, the FAA has worked with aviation community stakeholders to improve standards, guidance, and test development practices for airman certification.
The ACS framework integrates and aligns standards, guidance, and testing for airman certification. The ACS is built on today’s PTS, which establishes the skill performance metrics for each flight proficiency element listed in the regulations for an airman certificate or rating. The ACS replaces the PTS when it is published. The ACS does not change or lengthen the check ride (practical test). Rather, its integrated approach will provide better guidance to applicants, instructors, and evaluators during each phase of the airman certification process. The ACS also enables the FAA to keep airman testing fully aligned with regulations, performance standards for knowledge and skill, and guidance materials such as handbooks. Additionally, the FAA is working with industry to refine ACS and its implementation plan. The rollout date for releasing the initial ACSs for Private Pilot-Airplane (PAR) and Instrument Rating Airplane (IRA) was June 15, 2016.
Appendix A A-14 On May 31, 2024, the FAA adopted a final rule to amend 14 CFR part 61 by incorporating by reference (IBR) the ACS and PTS. This final rule incorporates thirty pilot and flight instructor ACS and PTS in part 61 by reference through a centralized IBR section in new § 61.14. To ensure that the implementation of the ACS is successful, stakeholders need to understand how to utilize the ACS for training and testing. Flight instructors play a leading role in this regard. For this reason, FIRC providers also need to support the introduction of ACS and the 2024 ACS IBR by providing ACS training to their attendees. Therefore, FIRC providers should develop a comprehensive lesson that facilitates the understanding, implementation, and utilization of ACS. You can find more information concerning ACS at https://www.faa.gov/training_testing/testing/acs/.
A.13 Flight Instructors: Accepting a Remote Pilot or Student Pilot Certificate Application. Flight instructors need to understand that significant changes in the process of applying for and issuing student pilot certificates took effect on April 1, 2016, in conjunction with a new rule adopted by the FAA. Since April 1, 2016, Aviation Medical Examiners (AME) are no longer able to issue student pilot certificates. The FAA has released a final rule that requires student pilots to apply for a plastic student pilot certificate from a FSDO, Designated Pilot Examiner (DPE), Airman Certification Representative (ACR), or a flight instructor. Under the authority of the FAA, the 14 CFR part 107 rules were enacted on August 29, 2016. Now, an aviation safety inspector (ASI), DPE, ACR, or a flight instructor accepts remote pilot applications. AC 61-65, Certification: Pilots and Flight and Ground Instructors, reflects these changes. This lesson provides flight instructors training for their review and acceptance of an application for a Student Pilot Certificate or an application for a Remote Pilot Certificate. This lesson should provide training for the submission of both the Integrated Airman Certification and Rating Application (IACRA) and the paper applications. This lesson should also provide training to flight instructors regarding their responsibility to evaluate the applicant’s eligibility for meeting FAA AELS. FIRC providers should develop a comprehensive lesson to facilitate the flight instructor’s full understanding and implementation of their new responsibilities regarding this topic.
• You can find more information concerning part 107 pilot certification at https://www.faa.gov/uas/commercial_operators/become_a_drone_pilot.
• You can find more information concerning student pilot certification at https://www.faa.gov/pilots/become/student_cert/.
Appendix B B-1 APPENDIX B. REFERENCES AND JOB AIDS B.1 FAA Advisory Circulars (AC) (current editions): https://www.faa.gov/regulations_pol icies/advisory_circulars/.
• AC 60-28, FAA English Language Standard for an FAA Certificate Issued Under 14 CFR Parts 61, 63, 65, and 107.
• AC 61-65, Certification: Pilots and Flight and Ground Instructors.
• AC 61-91, WINGS—Pi lot Proficiency Program.
• AC 90-109, Transition to Unfamiliar Aircraft, provides additional information and guidance pertaining to transition to experimental or unfamiliar airplanes.
• AC 90-114, Automatic Dependent Surveillance-Broadcast Operations.
• AC 107-2, Small Unmanned Aircraft Systems (Small UAS).
B.2 FAA Handbooks and Manuals (current editions): https://www.faa.gov/regulations_po licies/handbooks_manuals/.
• FAA-H-8083-3, Airplane Flying Handbook.
• FAA-H-8083-9, Aviation Instructor’s Handbook.
• Other handbooks and manuals, as applicable.
B.3 FAA Web Resources:
• Airman Certification Standards (ACS) (all current editions):
https://www.faa.gov/training_testing/testing/acs/.
• Beyond the Buttons: Mastering Our Marvelous Flying Machines:
https://www.faasafety.gov/files/gslac/library/documents/2007/Mar/15239/7.1%20TA A%20Flying%20Skills%20MarApr07.pdf.
• FAA/Industry Training Standards: Personal and Weather Risk Assessment Guide:
https://www.faa.gov/sites/faa.gov/files/training_testing/training/fits/guidance/Pers%2 0Wx%20Risk%20Assessment%20Guide-V1.0.pdf.
• Flight Instructor Training Modules:
https://www.faa.gov/training_testing/training/fits/training.
• General Aviation Pilot’s Guide to Preflight Weather Planning, Weather Self- Briefings, and Weather Decision Making (current edition):
https://www.faasafety.gov/files/gslac/courses/content/33/346/GA%20Weather%20De cision-Making%20Aug06.pdf.
• Online Resources for Certificated Flight Instructors, FAA Safety Team (FAASTeam):
https://www.faasafety.gov.
Appendix B B-2
• Personal Minimums Checklist:
h ttps://www.faa.gov/sites/faa.gov/files/training_testing/training/fits/guidance/persona l%20minimums%20checklist.pdf.
• Practical Test Standards (PTS) (all current editions):
https://www.faa.gov/training_testing/testing/test_standards/.
• Risk Management Teaching Tips:
https://www.faasafety.gov/gslac/ALC/libview_normal.aspx?id=6107.
B.4 Other Resources:
• Aircraft Owners and Pilots Association (AOPA): http://www.aopa.org/.
• AOPA Tools for Certificated Flight Instructors: https://www.aopa.org/training-andsafety/cfis/flight-instructor-resources/tools-for-cfis.
• Experimental Aircraft Association (EAA): https://www.eaa.org/.
• Flight Service (Leidos): https://www.1800wxbrief.com/.
• General Aviation Manufacturers Association (GAMA): https://gama.aero/.
• National Association of Flight Instructors (NAFI): https://www.nafinet.org/.
• Society of Aviation and Flight Educators (SAFE): https://www.safepilots.org/.
Appendix B B-3 Table B-1. Minimum Hour Assurance Plan Matrix [Required to be included in an online training course outline (TCO)] Example: 16-Hour Course Content
ASSURANCE PLAN MATRIX
CORE TOPICS Lesson Presentation Actual Time (LMS1 1 The provider’s learning management system (LMS) is required to ensure that each attendee actively engages each lesson in its entirety.
) Pretest Allotted Time (optional2 2 A pretest is a learning tool that may count as part of a lesson, but should not constitute an excessive amount of the lesson time.
) Lesson Support Graph/Data Allotted Time3 3 This column is optional, as graphs/additional data may be included without a specified time for attendees to review.
Allotted Break Time4 4 Credited break time may not exceed 2 hours of the 16-hour course content.
E nd of Lesson and/or Final Exam Allotted Time5 5 Total testing time may not exceed 1 hour of the 16-hour course content minimum requirement (see paragraph
Hours Minutes Minutes Minutes Minutes Navigating the 21st Century: Aircraft Automation
1.0 0 0 Attendee Discretion 4 Security-Related SUA 1.0 0 0 “ 4 TSA 1.0 0 0 “ 4 Culture of Safety 1.0 0 0 “ 4 Safety Trends in GA 1.0 0 .4 “ 5 Pilot Deviations .75 0 0 “ 4 FAASTeam .75 0 .3 “ 4 Regulations .75 0 0 “ 4 Flight Review & IPC .75 0 .3 “ 5 Ethics & Professionalism .75 0 0 “ 4 Loss of Control (LOC) .75 0 0 “ 4 Airman Certification Standards (ACS) .75 0 0 “ 4 Accepting a Remote Pilot or Student Pilot Certificate Application .75 0 0 “ 4 ELECTIVE TOPICS6 6 Elective topics are encouraged, not required.
Who is GAJSC .5 0 0 “ 3 Teaching ADM .5 0 0 “ 3 Total Time (in Hours) Actual Hours (LMS):
12 Allotted Hours:
0 Allotted Hours:
1.0 Allotted Hours:
2.0 Allotted Hours:
1.0
11.1
0.6).
Appendix B B-4 Figure B-1. Sample Training Course Outline Cover Page ORVILLE & WILBUR’S FIRC SCHOOL Airplane Flight Instructor Refresher Course Training Course Outline (Live Classroom) Conducted By:
Orville & Wilbur’s FIRC School 1234 Airport Road Baltimore, MD 12345 Phone: (123) 456-7890 FAX: (123) 456-7891 Point of Contact:
John Smith, Chief Instructor Phone: (123) 567-8901 Email: jsmith@yourfircschools.com
Appendix B B-5 Figure B-2. Sample Lesson Plan: Safety Trends in GA Safety Trends in GA:
How Flight Instructors Can Directly Contribute to Aviation Safety Lesson presentation time: 45 minutes
LESSON OBJECTIVE At the completion of this lesson, the attendee will (desired learning outcome):
• Be familiar with the latest General Aviation (GA) safety information & trends;
• Understand methods to mentor students in a way to build a GA culture of safety;
• Be able to teach more effectively by learning new instructional methods to teach risk management (RM) principles that respond to current aviation safety trends in GA; and
• Know how to teach risk recognition, common pilot errors, and RM principles that will reduce GA accidents.
SUBJECT MATTER ELEMENTS (examples)
• Latest aviation safety info: Federal Aviation Administration (FAA), National Transportation Safety Board (NTSB), and Joseph T. Nall Report (include edition and/or dates of publication);
• All major trends including loss of control (LOC);
• Non-fatalities and fatalities trends by year;
• Analysis of trends and causes; and
• Takeaway from General Aviation Joint Safety Committee (GAJSC), NTSB findings, and recommendations.
EQUIPMENT (optional)
• PowerPoint.
• Handouts.
• Whiteboard.
COMPLETION STANDARDS Attendees will complete this lesson when:
• The lesson content is presented to, and is completed by, the attendee in its entirety;
• The attendee understands the lesson content and its application; and
• The attendee receives a score of no less than 70% on each of their exams.
TESTING PROCEDURE End of first day and second day final exams: essay and multiple choice closed book.
Appendix B B-6 Figure B-3. Sample Lesson Plan: How to Make Use of the FAA Safety Team How to Make Use of the FAA Safety Team Lesson presentation time: 45 minutes
LESSON OBJECTIVE At the completion of this lesson, the attendee will:
• Be familiar with the FAA Safety Team (FAASTeam) mission, composition and philosophy;
• Understand how to register for an account on the FAASTeam website, https://www.faasafety.gov/ ;
• Understand how to access FAASTeam resources for General Aviation (GA) pilots and flight instructors;
• Be able to describe the Pilot Proficiency Program (WINGS), how to register for a WINGS account, and how to validate WINGS training for pilots; and
• Be able to request WINGS credit for flight instructor refresher course (FIRC) completion (Activity number A080530-01).
SUBJECT MATTER ELEMENTS
• FAASTeam composition:
• FAASTeam Program Managers (FPM).
• FAASTeam Representatives (REP).
• FAASTeam Members and FAASTeam Industry Members (FIM).
• FAASTeam Resources for Flight Instructors:
• FPMs and REPs.
• How to contact.
• FAASafety.gov:
• Account registration.
• Notification preferences.
• Resources:
• Notices.
• Safety Program Airman Notification System (SPANS).
• Activities and courses.
• Flight Risk Assessment Tools.
• WINGS:
• Program description and philosophy.
• Getting started with WINGS.
• FAASTeam seminars and webinars.
• FAASTeam Flight Instructor Forum.
• The FAASTeam and FAA’s Remedial Training Program:
• FAA Compliance Philosophy.
• Contact your FPM if you are interested in conducting remedial training.
EQUIPMENT (optional)
• PowerPoint.
• Handouts.
• Whiteboard.
COMPLETION STANDARDS Attendees will complete this lesson when:
• The lesson content is presented to, and is completed by, the attendee in its entirety;
• The attendee understands the lesson content and its application; and
• The attendee receives a score of no less than 70% on each of their exams.
TESTING PROCEDURE TBD by FIRC provider.
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 61-83K, Nationally Scheduled, FAA-Approved, Industry-Conducted Flight Instructor Refresher Course Date: _____________________ Please check all appropriate line items:
An error (pro cedur al or t ypographical) has been noted in paragraph ____________ on page _______.
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______________________________________________________________________ ______________________________________________________________________ In a future change to this AC, please cover the following subject:
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