8 experience or reinstatement of privileges on behalf of the FAA. In these respects, the FIRC provider acts as a representative of the FAA and should, at all times, act accordingly. FIRC providers should always be supportive of the FAA and constructive in its evaluation and presentation of FAA regulations and policies. FIRC providers may not present, nor allow the presenting, of any materials during the FIRC that are prejudicial or contrary to the FAA’s Federal regulations or prescribed procedures. A FIRC program is not a forum for disagreement with FAA regulations, policies, or procedures; rather, it should engender appropriate respect for the role of the FAA and its efforts to enhance the safety of flight and should demonstrate a proper compliance disposition toward Federal regulations. Comments or discussions that are derogatory to the FAA, its policies, or regulations will be grounds for immediate withdrawal by the General Aviation and Commercial Division of the provider’s authorization to conduct any further FIRC programs.
7.9 FAA Involvement. Although the FAA’s responsibility for the presentation of FIRCs was transferred to industry in 1977, the overall program remains an FAA initiative. Since the industry FIRC provider is authorized to carry out the FAA’s FIRC initiative in the FAA’s name, authorized FIRC providers may use the FAA logo in any of their documents, publications, or advertising that relate specifically to the presentation of authorized FIRC programs. In this case, the FIRC provider should clearly state somewhere in their public documentation that the FIRC provider is not the FAA, but that it is, instead, authorized to operate the program on the FAA’s behalf. Providers should remove all FAA logos and FAA representations from all their publications immediately upon expiration or other loss of FAA authorization to conduct FIRCs, regardless of the reason.
7.10 Course Conduct. The FIRC provider is expected to conduct their programs and presentations in accordance with their approved TCO.
8 THE ROLE OF A FIRC SPONSOR.
8.1 Role. Expanding upon the definition found in paragraph 5.12, a pilot association or other aviation group that recruits an authorized FIRC provider to conduct a course to its members is considered a sponsor. A flight school, for example, may choose to enter into an agreement with a provider to conduct a FIRC for its flight instructors. In this case, the flight school assumes the role of sponsor by arranging the event for the benefit of its instructors. The sponsor may make arrangements with an authorized provider to conduct a FIRC for continuing training that satisfies the eligibility requirements of § 61.197(b)(2)(iii), and in turn allows the sponsor’s flight instructors to establish recent experience or reinstate flight instructor privileges if 3 calendar months or less have passed since the last month of the flight instructor's recent experience period.
8.2 B randing. A sponsor’s logo may appear in the promotion of a sponsored FIRC. For example, a sponsor’s logo may appear on the FIRC provider’s graduation certificate;
however, the FAA requires a provider’s graduation certificate to explicitly state that the FIRC provider is the authorized organization conducting the FIRC, not the sponsor. The sponsor may only present itself as the promoting association or group that arranged for the provider to conduct the FIRC for its members.
8.3 Sponsorship Approval. FIRC providers are required to request and receive prior approval from the FAA to conduct a FIRC on behalf of a sponsor’s members. See paragraph 9.1 for FIRC contact information.
9 GENERAL PROCEDURES REGARDING FIRCs.
9.1 Contact Information. Individuals or organizations who desire to conduct FIRC programs should contact the General Aviation and Commercial Division with their preliminary inquiry. FIRC provider candidates may also include a copy of the TCO they plan to use if they have already developed one. A provisional pilot school or pilot school (under part 141) wishing to add a FIRC under part 141 appendix K should contact the appropriate Flight Standards District Office (FSDO). The prospective FIRC provider should submit any correspondence at least 120 days before any planned training under the course approval. This is to allow adequate time for the FAA’s review and approval. A FIRC provider may not schedule a FIRC program before receipt of the approval letter from the General Aviation and Commercial Division, unless the provider receives prior approval from the General Aviation and Commercial Division to do so. The FAA requires individuals or organizations authorized to conduct FIRCs approved in accordance with this AC to maintain a current mailing address, email address, telephone and facsimile numbers, and a reliable point of contact (POC) with the General Aviation and Commercial Division. FIRC provider applicants may submit inquiries or documentation to the General Aviation and Commercial Division via any of the following methods:
• The FAA FIRC email address at 9-AWA-AVS-AFS-FIRC@faa.gov (this is the preferred method).
• The General Aviation and Commercial Division phone number at 202-267-1100.
• Direct emails to the FIRC program manager (requires prior communication).
9.2 FIRC (Part 141 Appendix K). Under part 141 appendix K, paragraph 11, a provisional pilot school or pilot school may develop a FIRC special preparation course. Applicants wishing to add a FIRC under appendix K should refer to this AC to develop their FIRC TCOs. This AC provides guidance for the preparation and FAA approval of a TCO for an industry-conducted FIRC that meets § 61.197(b)(2)(iii). Graduates from an appendix K FIRC special preparation course who complete and pass the stage and end-of-course tests will count towards the renewal requirements under part 141, § 141.5.
9.3 Public Versus FAA Access to Provider TCOs. Providers will provide any attendee at an approved FIRC an opportunity to review a copy of the FAA-approved TCO at the provider’s presentation site if the attendee specifically requests it. The FAA understands that a TCO may be a proprietary document. An attendee, upon request, may review a copy in the presence of the provider or a representative of the provider. However, neither the provider nor its representative is required to allow an attendee to retain a copy or to allow an attendee to copy the TCO (although this is permitted at the election of the operator). In any event, the provider may not provide the attendees copies of any versions of the tests or test pools that the provider uses in its FIRC. Upon request of any FAA
10 representative, the FIRC provider will provide a copy of the TCO to follow during the presentations. The TCO is required to include all of the test questions and the answers that the FIRC provider uses in any of its lessons, stages, or course completion evaluations. FAA personnel may retain the documents upon request only for the time it takes to make copies, if desired, after which the FAA will return the original copy to the provider. FAA personnel other than the General Aviation and Commercial Division should return any documents to the provider within 1 week unless the appropriate FSDO and the FIRC provider make another arrangement. The FAA will not make any documents provided by the FIRC provider available to any person or organization outside the FAA without express written permission from the document developer or owner.
9.4 FAA Participation. Active FAA participation, either by forum or by presentation, is permitted and encouraged, but may not exceed 2 hours of any 16-hour program presentation and is authorized only by prior agreement between the FAA representative(s) and the FIRC provider. The FIRC provider may request the appropriate FSDO to participate, or the FSDO may initiate a request. The amount of FIRC schedule time that the FAA participant will be permitted is generally at the discretion of the provider, but it may not exceed 2 hours. The decision to allow FAA participation is solely the prerogative of the provider unless required by a Flight Standards (FS) office supported by the General Aviation and Commercial Division. In some rare cases, typically as a result of a safety initiative, it may be necessary to mandate FAA participation. In such cases, the General Aviation and Commercial Division will coordinate between the appropriate Flight Standards office and the provider(s) to find the best solution to ensure that disruption to the provider’s schedule is kept to a minimum.
Note: The provider may not restrict or forbid the FAA from observing any FIRC program at any time for any reason in a nonparticipatory capacity. FIRC surveillance is solely at the discretion of the FAA.
9.5 Cross-Provider Presentation. Except as noted below, no provider may teach a part of their own FAA-approved TCO in conjunction with a part of another provider’s approved TCO. Inclusion of any topic not specifically approved in the provider’s TCO, regardless of its source, is prohibited without prior approval.
Note: In some rare cases, two approved providers may wish to combine their programs for a special event. In such cases, all parties are required to coordinate with the General Aviation and Commercial Division to request specific, limited approval.
9.6 Instructor Affiliation. The principal instructor giving presentations at an FAA-approved FIRC will be an employee or affiliate of the approved FIRC provider or be contracted by the approved FIRC provider. In some rare cases, a provider may wish to allow a specialist or expert at a particular field, who is not affiliated with the FIRC provider, to teach some individual module or modules. In such cases, all parties will contact the General Aviation and Commercial Division to request and receive specific limited approval.
9.7 Reference Source Requirement. FIRC training standards require providers to make available to their attendees current and applicable parts of 14 CFR (i.e., those parts that are pertinent to pilots and flight instructors). In addition, the Aeronautical Information Manual (AIM) should also be available during each course. These references can provide answers to questions raised during the course which otherwise may be left unresolved.
While electronic versions of these documents are suitable for use by all providers, the FAA encourages live classroom providers to consider printed versions (e.g., paperback) for ease of passing around the classroom.
9.8 T raining Aids Authorized for Use.
9.8.1 U se of Training Aids. FIRC providers are encouraged to use a variety of visual, aural, and static training aids to enhance communication and understanding between instructors and participants. Good instructional aids assist instructors in achieving desired goals in the teaching/learning processes by supporting or supplementing lesson material when used logically and intermittently.
9.8.2 Operational Competency. P resenters at the FIRC should be fully versed in the operation of all equipment used during the presentations. Spare parts, such as replacement bulbs for projectors, should always be available where appropriate, and presenters should know how to replace those parts quickly, if necessary. The presenter should test any training aids prior to their use to ensure that faulty equipment or a lack of understanding of the operation of that equipment does not disrupt the class.
9.8.3 Clarity and Visibility of Training Aids. V isual aids used during the FIRC should be clear and visible to the entire class. Lettering, illustrations, and diagrams should be large enough to be easily seen by attendees farthest from the aids. The provider should use colors that are clearly contrasted and easily visible. The provider should use eye-pleasing colors and should avoid harsh contrasts. The most common error in constructing visual presentations is to attempt to include too much information on each visual, making it difficult to read and comprehend while listening to the instructor or moderator. The best results are attained by using visuals that are simple and contain a single thought or message. For example, the reproduction of an entire sectional chart projected on a screen to emphasize the airport information block would contain too much clutter to be effective. A follow-up visual that highlights the airport data block only would be much more effective in presenting the message to the course attendees and should be visible from any place in the room.
9.8.4 Innovative Techniques. In recent years, an abundance of excellent new materials and instructional techniques in the field of training aids has been developed. These aids present many advantages for the FIRC programs; however, each chief instructor should keep the teaching goals in mind when adopting them. For example, presentations to flight instructor attendees should focus on how the flight instructor can do their job well as an instructor. For an instructor to be most effective, the instructor should thoroughly know the subject matter that instructor is teaching. The provider should design the presentations around techniques that will help the attendees be more effective as instructors rather than solely as a review of the required subject matter. If they are not actually giving the
12 instruction during a particular module of learning, the presenter should continuously monitor the instruction given and the participants’ progress to ensure that the instructor is delivering a quality product and that the instructor meets the goals and objectives of the training syllabus.
9.8.5 U se of Video Presentations . FIRC providers are encouraged to use video and/or aural presentations as an aid to maintaining attendee interest and as a tool to better convey important information to the attendees. Except for internet-based FIRCs, the FAA requires providers to limit video and aural presentation use to not more than 50 percent of the entire course hours. An instructor (well-versed in the subject matter and material) who provides introduction and closure will moderate each video and aural presentation.
The information provided via the internet will constitute significantly more video and aural content, since the alternative is largely limited to simple onscreen text. However, the information provided by video and/or aural presentations in internet curricula should always be germane to the topic(s) presented.
9.9 I nability of an Attendee to Complete the FIRC. A FIRC attendee completing the course to establish flight instructor recent experience or reinstate flight instructor privileges in accordance with § 61.199(a)(1) or § 61.427(a) who, because of extenuating circumstances, fails to satisfactorily complete all of the approved FIRC program may, at the discretion of the provider, attend a later-scheduled FIRC program presented by that same provider or may receive personal training from that same provider on those topics that the attendee did not complete. Upon full and satisfactory cumulative completion of that provider’s FIRC, the provider may then issue a graduation certificate to the instructor attendee that reflects the date of the final completion of all required instruction. This procedure is not intended to permit an instructor attendee’s intentional absence from any part of a FIRC provider’s program for other than unforeseen (emergency) circumstances.
The rationale for this is that each live, in-person FIRC program presentation has a certain “flow” that could be disrupted when an attendee takes one or more portions out of the designed and approved sequence. Those providers who are approved for course presentations over an extended period of time have somewhat more latitude in that they can conduct an individual makeup session within the span of time before the next scheduled module.
9.10 Product Manufacturer Representatives. A provider may utilize a product representative from the industry to present a module, or a portion of a module, in a FIRC program as a guest speaker, if invited by the provider. However, that representative may not use the FIRC as a venue to promote a particular product. The representative may discuss their product, but such discussion should be in the context of other, comparable products. If at any time the FAA determines that an industry representative is using a FIRC presentation as an opportunity to sell a product, the FAA may withdraw its authorization for the provider to present any additional FIRCs.
9.11 Instructional Level. The emphasis of a FIRC program is to teach the instructor how to teach students, rather than simply teaching the instructor. The target audience is the active flight instructor, who is expected to possess the basic knowledge that is implicit in their certification. The FAA understands that many FIRC attendees may not be active
13 instructors. Even when nonpracticing flight instructors make up the bulk of the attending class, the target audience remains the active instructor. Active instructors will immediately carry the knowledge and skills gained from the FIRC and apply it to the aviation industry. The FAA expects FIRC providers to meet this high-level training standard to train the target audience effectively.
9.11.1 A dvanced Training. Advanced training is not limited to rote learning (memorization) but rather promotes critical thinking. Effective critical thinking fosters aeronautical decisionmaking (ADM) and safe flight. FIRC programs should challenge, motivate, and inspire FIRC attendees.
9.11.2 FIRC Training Standards. The FAA requires FIRC programs to meet current FIRC training standards. A FIRC provider should not spend valuable instructional time reviewing basic pilot knowledge that all flight instructors are expected to know. A FIRC should not teach the flight instructor at a private pilot level. FIRCs should present challenging lessons designed to transfer meaningful information to attendees in order to help flight instructors carry out their role more effectively. FIRC providers should consider the following training standards when developing their TCO:
1. F IRC providers should conduct courses that present new, challenging, and pertinent information presented at an advanced knowledge level commensurate to the active flight instructor.
2. FIRC providers should conduct courses that effectively provide continuing training and education pertinent to flight and ground instructors.
3. FIRC providers should conduct courses that enhance the ability of active instructors to instruct effectively.
4. FIRC providers should conduct courses that enable the instructor attendees to promote a culture of safety aimed at reducing GA accidents.
9.11.3 F IRC Testing Standards. FIRC testing standards require FIRC providers to develop and present test questions for all lesson presentations. This helps ensure that FIRC attendees gain effective knowledge transfer from each lesson. Exams should align with the key topic points (subject matter elements) presented in each lesson plan of the provider’s TCO. Test questions should also be reasonably challenging and plausible. See paragraph 11.11 for more information concerning test questions and paragraph 13 for testing procedures.
9.11.4 Course Authorization Standards. The FAA will not authorize or continue to authorize any FIRC program that does not meet FIRC training and testing standards.
9.12 R ecords. The FAA requires all FIRC providers to maintain a record of the complete name and address of all instructor attendees and whether the provider issued or denied a graduation certificate. If the provider denies a graduation certificate, the provider has the responsibility to record the reason for the denial. The provider is responsible for maintaining this record for a period of at least 24 calendar months. Recordkeeping may
14 be digital. The provider also has the responsibility to retain records for attendees who only receive a course completion certificate.
9.13 Aircraft Category Specialization. A FIRC may, at the operator’s discretion, find it useful to focus their program on a particular category of aircraft flight instructor
(e.g., rotorcraft or glider). The FAA may approve such a program if the provider meets general FIRC training standards and the associated core topic requirements outlined in Appendix A, Required Instructional Core Topics for FAA-Approved TCO Curricula.
Attendance by any flight instructor at any approved FIRC, whether or not that FIRC specializes in a particular category of aircraft, is an acceptable basis for establishing flight instructor recent experience or reinstatement of flight instructor privileges if 3 calendar months or less have passed since the last month of the flight instructor's recent experience period. This is acceptable even if the instructor does not hold a certificate or rating in the category of aircraft to which the FIRC is oriented. For example, a flight instructor who holds a commercial single-engine rating with instrument pilot certificate and a singleengine airplane instructor rating may attend an authorized helicopter-focused FIRC and may use a graduation certificate from that FIRC as a basis for establishing recent experience or reinstatement of privileges in accordance with § 61.199(a)(1), even though they do not hold a rotorcraft pilot certificate or a rotorcraft flight instructor rating. For this reason, the FAA requires that all FIRC providers meet all general FIRC training standards.
9.14 F SDO Capacity to Validate Recent Experience or Reinstatement Documentation.
The capability of a FSDO to administratively process documentation to validate flight instructor recent experience in accordance with § 61.197(b)(2)(iii) or reinstatement of flight instructor privileges in accordance with § 61.199(a)(1) or § 61.427(a) is based upon that office’s work priorities and available staff. Therefore, to avoid placing an undue workload on a particular FSDO, providers who do not have an ACR on their staff are encouraged to contact the appropriate FSDO well in advance to determine the capability of that office to handle the anticipated number of flight instructors expected to reestablish their recent experience or reinstate flight instructor privileges upon successfully completing the FIRC. It may be advantageous to advise the FIRC graduates that they should present their documentation to the appropriate FSDO and that they should do so at intervals rather than in large numbers at any one office on a given day. The instructor attendee must present their documents to a FSDO before the end of the flight instructor’s current recent experience period, and before the FIRC graduation certificate has expired to maintain their flight instructor privileges.
9.15 Validating Recent Experience by Mail. Under certain limited circumstances, attendees may validate their flight instructor recent experience by U.S. mail. Order 8900.1, Volume 5, Chapter 2, Section 11, Subparagraph 5-504E, Procedures for Validating Flight Instructor Recent Experience Via U.S. Mail, outlines this procedure. Order 8900.1 is available to the public through the FAA’s DRS at https://drs.faa.gov/. Information on the notary service required when applying by mail may be found at the U.S. Department of State (DOS) website at https://travel.state.gov. The instructor validating recent experience by mail should coordinate with the processing FSDO prior to mailing their documentation.
9.16 Integrated Airman Certification and Rating Application (IACRA). FIRC providers should utilize the IACRA internet-based program for processing recent experience or reinstatement documentation when practical. The provider should direct questions concerning how to utilize this program to the appropriate FSDOs.
10 TCO DOCUMENT DEVELOPMENT—GENERAL.
10.1 TCO Length. Many new providers inquire as to how long the TCO document should be.
There is no set length. The FAA encourages providers to use as much detail as they feel appropriate to fully describe what they intend to do and how they intend to accomplish their goals. Adequate detail makes it easier for the FAA to fully grasp the content and pattern of presentation, thereby often shortening the approval process. Each distinct unit of information presented in the TCO should be on a separate page or pages (e.g., table of contents, revision page, facilities description, and personnel descriptions). Additionally, each individual instructional unit should be on its own page. Separating distinct units of information by page will make revisions and revision tracking easier. At the same time, the FAA is not seeking a large number of pages for volume’s sake. Providers should not include superfluous information in the TCO just to make it look bigger. Providers should exercise common sense to fully describe the program that they plan to present. Detailed information regarding specific TCO components is found in paragraph 11.
10.2 Subject Matter Requirements. All providers, at a minimum, will include all of the core topics identified in Appendix A.
10.2.1 Core Topics. Core subjects are those mandated by the Administrator. Providers should design core topic lessons to meet FIRC training standards by designing lessons that challenge the target audience and ultimately enhance safety of flight. The FIRC provider may incorporate or combine core topics with other topics in any logical manner. In this case, the provider should clearly identify the location of each core topic within the subject matter and ensure sufficient allocation of time to each of the core topics, regardless of its location. To ensure adequate coverage, each core topic should deliver robust lesson content. In all cases, the FAA will make the final determination of whether a provider’s core topic lesson meets the training standards for a FIRC curriculum.
10.2.2 Elective Topics. T he FAA encourages providers to develop and offer elective modules covering suitable aviation topics. Providers may choose and add as many elective topics as they wish. The provider may consider building a “library” of electives. To ensure adequate coverage of the material, each elective topic should deliver robust lesson content. In all cases, the FAA will make the final determination of whether a provider’s elective lesson meets the training standards for a FIRC curriculum.
10.2.3 Course Content Consideration. Topics should be fully developed and designed at a level to challenge and stimulate critical thought from the target audience. For example:
10.2.3.1 A n elective lesson on airspace corresponds to the sport pilot or private pilot training level and is not worthy of a FIRC curriculum targeted to the active instructor. Instead of conducting an airspace lesson to instructors as a review,
16 providers should recognize that this lesson offers the opportunity to deliver advanced instructional training that teaches the instructor to teach more effectively.
10.2.3.2 A FIRC provider should offer advanced training methods to the target audience, discuss common error in understanding airspace, and/or develop the attendees’ scenario-based training skills by correlating the regulatory weather minimums with minimum safe altitudes to determine what ceiling is necessary when departing or approaching an airport. Teaching the target audience advanced instructional techniques ultimately affords greater knowledge transfer to their students and clients.
10.2.4 A pproval of Electives. The FAA requires FIRC providers to receive approval of an elective topic before a provider may present it. The provider has the responsibility to inform the FAA of the change(s) and identify where in the program the change has taken place. This can be in the form of a simple email notification to the FIRC email address at 9-AWA-AVS-AFS-FIRC@faa.gov. The FAA will receive the notification and grant approval before the provider presents the changed topic. The FAA will acknowledge receipt of the notification and approvals.
10.3 T hemes. The provider should weave the following themes throughout the content of all lessons and discussions. Each is of such importance that they should be recurring themes seen throughout the entire FIRC experience.
10.3.1 C ulture of Safety . The principal and most important theme that should be apparent throughout the entire FIRC program of training is the importance and degree of responsibility of the flight instructor toward furthering aviation safety. All of the lessons should contribute to the development of a safety culture mindset that attendees will take with them as they both fly and teach others to fly. The culture of safety and the flight instructor’s role and responsibility in furthering that culture cannot be overemphasized.
Instructors should be strongly reminded of the inherent duties and responsibilities that are imparted to them upon issuance of their instructor credentials, chief of which is promoting safety.
10.3.2 Aeronautical Decision- Making (ADM). ADM skills are an inherent component of a fully realized safety culture. ADM is simply the skill and ability to quickly make correct safety-related decisions in the aeronautical arena, be it in the air or on the ground. Risk assessment skills and risk mitigation skills are critical components of ADM. This may seem obvious, but the point is often overlooked when trying to discover some “higher meaning” in the ADM term. The fact is that every person, whether they are a pilot or not, makes many safety-related decisions every day. It may be as simple as whether to drive a car on an icy day. It is simply common sense based on acquired knowledge. When cast in this light, ADM becomes far less mysterious and esoteric, thereby making it much easier to grasp as a concept and to incorporate into the overall safety culture. All pilots are taught ADM, but the concept can be conveyed far more effectively if it is presented in these simpler, everyday terms. The provider should weave this topic throughout the entire FIRC program.
10.3.3 P rofessionalism. Professionalism is normally defined as receiving pay or compensation for expert knowledge or skill in a particular area or field. The flight instructor is, therefore, a professional. Yet, many times, flight instructors do not recognize this in themselves or they simply forget that they are the holders of very specialized and unique knowledge and skills. They may forget the critically important role that they play in furthering aviation safety. Many flight instructors only give flight instruction to build the hours necessary to move on to the air carriers. This attitude belittles the profession of primary flight instruction. It is important that flight instructors be reminded that they are, in fact, aviation professionals and of the important role they play in aviation safety, regardless of their goals. Even though this topic is a FIRC core requirement, it should be a recurring theme throughout the entire FIRC program.
10.3.4 Ethics. C losely related to professionalism is the concept of professional ethics. It has often been said that ethics is what people do when others are not looking. The provider should remind instructors that their certificate conveys great authority. Instructors have the ability to make entries in pilots’ logbooks, sign certificate applications, conduct flight reviews, etc. All of these actions can have a direct impact on their clients’ ability to fly safely. An example of unethical behavior would be a flight instructor who signs a pilot’s logbook when that flight instructor has not actually given a flight review. Beyond simply being contrary to Federal regulation, it is important that the flight instructor is reminded that it is neither ethical nor professional and why. To be professional, flight and ground instructors should understand the seriousness of the duties and responsibilities that come with being an FAA-authorized instructor. The provider should emphasize a sense of professionalism and value in doing the right thing when exercising the privileges and responsibilities that come with being a flight or ground instructor.
10.4 Mi nimum Course Hours Requirements. Curricula presented for FAA approval consideration should consist of no fewer than 16 hours of ground and/or flight instruction. Providers may offer more. Providers may distribute those hours any way they choose, in that they do not need to be contiguous, nor must the provider complete all 16 hours of training within a concurrent 2-day span. For example, providers may offer portions of the curriculum on a monthly basis. The key is ensuring that the attendee receives all of the authorized information. A flight instructor may use no portion of the approved FIRC program for recent experience or reinstatement credit if the instructor has taken that portion before the applicant last established recent experience. In other words, the applicant is required to have received all 16 hours of the approved TCO within their most current 24 calendar month recent experience period. For reinstatement of flight instructor privileges in accordance with § 61.199(a)(1) or § 61.427(a), as applicable, all 16 hours of the approved TCO must be completed within 3 calendar months from the last month of the flight instructor's preceding recent experience period. If the provider chooses to spread their program over an extended period (e.g., 2 years), they are solely responsible for ensuring any attendee is compliant. Failure to do so may result in an invalid application for validating flight instructor recent experience. Because of the logistical difficulties, FIRC providers are strongly advised not to employ this option for periods exceeding 1 year; nevertheless, it remains the option of the operator. If the provider modifies their TCO in the middle of an extended program of training, the
18 provider is responsible for ensuring that attendees are provided all of the training in the TCO that is approved at the time of their graduation.
10.5 Training Block Timeframes. Reasonable variances in the timeframe to accommodate individual learning differences and other situations may arise from time to time during the FIRC presentations. The potential for these variances should be considered when determining the adequacy of the estimated timeframes of the overall course, the course stages, and the individual lessons. The FIRC provider should consider the following concepts when developing their TCO:
10.5.1 There are required minimum times to teach any particular topic, including core topics.
Minimum instructional times apply to all FIRCs, including internet-based programs.
10.5.2 The minimum period authorized to present a core topic lesson is 45 minutes.
10.5.3 The minimum period authorized to present an elective lesson is 30 minutes; however, the FAA may approve an elective topic presentation designed for less than 30 minutes if the provider requests and provides sufficient justification.
10.5.4 The provider’s TCO should specify the anticipated amount of time that the provider will spend on each lesson topic. It should specify the expected start and stop times of each lesson.
10.5.5 The overall FIRC program should consist of the minimum specified 16-hour course (ground and/or flight instruction, breaks, and testing) and comply with acceptable teaching standards and techniques appropriate to the TCO used.
10.5.6 For the purposes of the FIRC, a program hour consists of 60 minutes.
10.5.7 Each hour, except non-working lunches and dismissal hours, may include a 10-minute break after each 50-minute learning session without taking away from the total required 16 hours. A provider may credit up to 120 minutes (2 hours) toward the 16-hour course minimum timeframe for attendee rest breaks. The course provider will not receive credit for additional breaks offered. The provider may, for example, offer a 100-minute (1 hour, 40-minute) training block period of training followed by a 20-minute break. However, the provider may not continue training throughout an 8-hour day with no breaks and then end the day 1 hour and 20 minutes early. Unbroken spans of instruction should never exceed 2 hours in length.
10.5.8 Pre-course registration, lunch periods, dismissal hour, or graduation activities other than the distribution of graduation certificates may not be included as part of the hours of instruction creditable to § 61.197(b)(2)(iii) or § 61.199(a)(1).
10.5.9 Part of the required 16 hours may include testing but may not exceed 30 minutes in any given 8-hour span of instruction.
10.5.10 Providers may use a lunch period as an approved instructional block if all attendees are present during the lunch period and the TCO identifies the topic of instruction that the
19 provider is to cover. If the provider exercises this option, it needs to be identified in the TCO, as would any other instructional block of time.
10.5.11 The chief instructor is responsible for ensuring the full attention of the participants and that the attendees complete all lessons, achieve all lesson objectives, and do not abuse permitted break privileges.
10.6 Instructional Techniques/Alternatives. The provider should seek the most desirable and/or alternative instructional techniques available that a certificated instructor may find effective in learning during the FIRC. Although there are well-established traditional methods of training, the provider should explore any effective alternatives in developing their program. The goal is to transfer critical new and useful information to the attendee in an effective manner. How the presenter accomplishes the transfer is entirely up to the provider, who is expected to be an expert in the field of training trainers. The underlying premise should emphasize teaching ability and the skills necessary for flight instructors to convey new information to their students successfully. The course should be both challenging and thought-provoking. Construction of the TCO should follow the general guidance in this AC to ensure expeditious approval. The FAA seeks to ensure a certain level of FIRC program standardization and emphasizes the coverage of program areas believed essential to enhance the knowledge, skills, and instructional capability of attending flight instructors.
10.7 Completion Standards. The goal of the FIRC is to effectively transfer knowledge to the attendee. The only objective way to measure the degree to which the provider obtained this goal is to test the attendees in some manner. Paragraph 13 discusses the importance of testing in the FIRC program.
10.8 Wor kshops. The curriculum may contain workshops or discussion forums as part of the approved TCO to foster an open exchange of information among everyone in attendance.
However, a workshop or discussion forum should not be conducted as a venue for attendees to simply share aimless past experiences or “war stories.” Instead, a FIRC provider should develop a plan for the discussion forum or workshop. The FIRC provider’s plan should include a forum objective, pertinent information, and critical new information as it applies to the exchange of information. Objectives define strategies or implementation steps to attain the identified goals. Unlike goals, objectives are specific, measurable, and have a defined completion standard. The FAA expects the FIRC provider to set objectives and goals for any discussion forum or workshop. The goal of a FIRC provider’s discussion forum or workshop should enhance the attendee’s ability, elevate their instructional skills, and enhance GA safety. The provider should structure any such forum to reflect the high standards of excellence expected of the FIRC program.
The provider should carefully monitor and moderate these forums. All instructor attendees are required to be present for them to complete the course successfully. Any open forums/workshops, while encouraged, are limited to 1 hour of the 16 hours of course material.
10.9 Topic Sequencing. Topic sequencing identified in the TCO may be adjusted when the provider feels an adjustment to lesson sequencing is beneficial for a particular in-person