Par 8 Page 13 plan to present. Detailed information regarding specific TCO components is found later in this document.
b. Subject Matter Requirements. All providers must, at a minimum, include all of the core topics identified in Appendix 1, Required Instructional Core Topics for FAA-Approved TCO Curricula.
(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 must clearly identify the location of each core topic within the subject matter and must ensure sufficient allocation of time to each of the core topics. The provider must ensure adequate coverage of the material, regardless of its location. To ensure adequate coverage, each core topic must 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.
(2) Elective Topics. The 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 must 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.
(3) Course Content Consideration. Topics must be fully developed and designed at a level to challenge and stimulate critical thought from the target audience, for example:
(a) An elective review lesson for CFIs on airspace is a lesson topic that was learned at the Sport Pilot or Private Pilot training level, and is not worthy of a curriculum targeted to the active instructor.
(b) Instead of conducting an airspace lesson to instructors as a review, providers should recognize that this lesson offers the opportunity to deliver advanced instructional training that teaches the instructor to teach more effectively. For example, a FIRC provider may encourage the instructor to correlate the regulatory weather minimums with minimum safe altitudes to determine what ceiling is necessary when departing or approaching an airport.
Teaching the target audience this advanced instruction may ultimately afford greater knowledge transfer to their students during lessons on preflight preparation.
(4) Approval of Electives. The FAA must approve an elective topic before a provider may present it. The provider must 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 (9-AWA-AVS-AFS-FIRC@faa.gov). The FAA must receive the notification and grant approval before the provider presents the changed topic. The FAA will acknowledge receipt of the notification and approvals.
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c. Themes. 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.
(1) Culture 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 CFI 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 CFI’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.
(2) 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. 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 and, therefore, much easier to grasp as a concept and to incorporate into the overall safety culture. All pilots are taught ADM, but the concept can far more effectively be conveyed if it is presented in these simpler, everyday terms, and the provider should weave this topic throughout the entire FIRC program.
(3) Professionalism. 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 by definition. 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 skill. 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.
(4) Ethics. Closely 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 he or she has not actually given a flight review. Beyond simply being contrary to Federal regulation, it is important that the CFI be reminded that it is neither ethical nor professional and why. To be professional, flight instructors must take seriously the duties and responsibilities that come with being an FAA CFI. 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 CFI.
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d. Minimum Course Hours Requirements. Curricula presented for FAA approval consideration must 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 CFI may use no portion of the approved FIRC program for renewal credit if the CFI has taken that portion before the applicant’s last renewal. In other words, the applicant must have received all 16 hours of the approved TCO within his or her most current biennial certificate 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 renewal for an instructor. 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 provider is responsible to ensure that attendees are provided all of the training in the TCO that is approved at the time of their graduation.
e. 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:
(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.
(2) The minimum period authorized to present a core topic lesson is 45 minutes.
(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.
(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.
(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.
(6) For the purposes of the FIRC, a program hour consists of 60 minutes.
(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
Par 8 Page 16 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.
(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(a)(2)(iii).
(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) 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 provider is to cover. If the provider exercises this option, it must be identified in the TCO, as would any other instructional block of time.
(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.
f. 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 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.
g. 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 11 discusses the importance of testing in the FIRC program.
h. Workshops. 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. The provider must structure any such forum to reflect the high standards of excellence expected of the FIRC program. The provider must carefully monitor and moderate these forums. All instructor attendees must be present in order 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.
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i. 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 FIRC presentation. If the sequencing is adjusted, the FIRC provider should provide an actual schedule of a particular in-person FIRC to the FAA when requested. This will allow aviation safety inspectors (ASI) to adjust their schedules if they wish to observe only particular topic(s) of the FIRC. Because of the inherent flexibility of the Internet, providers of Internet-based programs may optionally allow their online attendees to move more freely about the course, taking different modules in differing sequences. This is at the discretion of the Internet FIRC provider;
however, the provider must remain mindful of the building block method of learning and “fine tune” their attendee’s ability to move through the subject matter topics accordingly.
j. Flight Component. Providers who wish to incorporate a flight component into their approved TCO must first contact AFS-800 by any of the methods identified in paragraph 7 to discuss this aspect of their development plans.
k. Graduation Certificates.
(1) Graduation Certificates as a Basis for CFI Renewal. A graduation certificate issued by an approved FIRC provider may serve as the sole basis for renewal of a flight instructor’s credentials under the provisions of § 61.197(a)(2)(iii). The renewal applicant must complete their CFI renewal within the 3 months subsequent to the month within which the FIRC provider issued the graduation certificate. Further, the renewal applicant’s CFI credentials must be current at the time he or she presents the renewal application. In no case will the FAA renew a pilot’s CFI credentials if that pilot submits his or her application for renewal past the expiration date printed on his or her current CFI certificate.
(2) Contents of a Flight Instructor Graduation Certificate. A FIRC provider must issue a graduation certificate that contains all of the following information in order to be a valid basis for CFI certificate renewal:
(a) The full name and address of the organization (or provider) holding FAA approval to conduct the course;
(b) The full name and address of the graduate;
(c) The date of issuance;
(d) The signature of the chief instructor;
(e) A statement that the graduation certificate expires 3 calendar-months from the month of issuance;
(f) Provider contact information;
(g) A sequential number; and
(h) The expiration date of the provider’s current authorization to conduct FIRCs.
Par 8 Page 18 NOTE: The provider may preprint the expiration date on the certificate or a FIRC representative may fill it in at the completion of each presentation.
However, under no circumstances may a provider or representative issue a graduation certificate without the expiration date of the provider’s current authorization clearly printed somewhere on the document. The verbiage may be placed anywhere on the front or back of the graduation certificate and should read:
[PROVIDER’S NAME] is authorized by the Federal Aviation Administration to conduct FIRC programs that may serve as a basis for the renewal of a flight instructor certificate in accordance with 14 CFR part 61, § 61.197 (a)(2)(iii). [PROVIDER’S NAME] current authorization expires on [DATE].
(3) Renewal Information. The provider should note that:
(a) The applicant must submit a completed and signed FAA Form 8710-1, Airman Certificate and/or Rating Application (or IACRA equivalent).
(b) The applicant must submit a copy of the graduation certificate to a certifying official (ACR, ASI, or approved Designated Examiner (DE)) before their current instructor certificate expires and within the graduation certificate validity period if they wish to renew their instructor credentials based on attendance at that FIRC.
(c) The provider may use any verbiage that they think most effectively transmits that critical information to the attendees and may place that information anywhere they choose on the front or back of the certificate.
(d) Failure to inform the attendee of these requirements may result in the attendee’s inability to renew their instructor credential.
(4) Graduation Certificates as Basis for Ground Instructor Recency. A graduation certificate issued by an approved FIRC provider may serve as the sole basis for a ground instructor to meet the recent experience requirements under the provisions of § 61.217(c).
(5) Contents of a Ground Instructor Graduation Certificate. A FIRC provider must issue a graduation certificate that contains all of the following information in order to be a valid basis for satisfying a ground instructor’s recent experience requirement:
(a) The full name and address of the organization (or provider) holding FAA approval to conduct the course;
(b) The full name and address of the graduate;
(c) The date of issuance;
(d) The signature of the chief instructor;
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(e) A statement that the graduation certificate expires 12 calendar-months from the month of issuance;
(f) Provider contact information;
(g) A sequential number; and
(h) The expiration date of the provider’s current authorization to conduct FIRCs.
(6) Completion Certificates. The provider, at their discretion, may issue a completion certificate to any attendee who will not need to use successful FIRC attendance as a basis for meeting any FAA regulatory or policy requirement. A renewal applicant may not use a completion certificate as a basis for CFI renewal or reinstatement. Additionally, a completion certificate does not meet the annual training requirements for the chief instructor of a part 141 pilot school. Testing as a prerequisite for receiving a completion certificate at the conclusion of the FIRC program is also at the discretion of the FIRC provider.
9. TCO STRUCTURE AND CONTENTS. This paragraph provides guidance regarding how the TCO should physically be structured and what the provider should include in the TCO.
Providers may construct their TCOs in any manner they wish. The document should follow a logical sequence and be easy to read and reference. Each TCO submitted for approval should contain at least the following:
a. Page Numbering and Version Identification. Each page (including the cover page) must be sequentially numbered, dated as appropriate, and should identify the version number.
This may be in the form of a footer or header, or otherwise placed in any obvious and consistent location on each of the pages.
b. Cover Page. The TCO should have a cover page containing the full name and address of the FIRC provider/organization. This must be the name and address that will appear on the LOA when issued. The cover page must also include the name, address, current telephone number, facsimile number (if available), and email address of a POC.
c. Table of Contents. The cover page should be followed by a table of contents with a list of all lesson plans intended to be taught during the course, as well as other constituent components of the TCO. The table of contents should clearly identify lesson plans that represent or include the required core topics (identified in Appendix 1), as well as all additional elective subjects selected by the provider. The table of contents should present the lessons in a manner that allows the reader to easily recognize specific subjects and content. At the discretion of the provider, the larger topic framework may incorporate core topics; however, the table of contents must clearly identify each of the core topics by some obvious manner, such as an asterisk. The principal reason for this level of detail is primarily because an FAA inspector may wish to monitor only a specific topic or topics and must be able to easily determine where they occur during the program so as to synchronize his or her arrival time if necessary.
d. Revision Page. A revision summary page will follow the table of contents page.
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e. Facilities. A description of the facilities will follow the revision page. The description of the facilities must include a depiction of physical classroom facilities, such as climate control (air conditioning/heating), lighting, seating, work areas, distraction avoidance, noise control, and any other pertinent physical environmental characteristics that may influence the learning experience (in-person FIRCs only).
f. Training Aids. The TCO must include a description of audio visual aids that will be available for use including, but not limited to, chalk boards, slide and/or overhead projectors, video recorders/players, tape recorders, CD/DVD players, computer data/information presentation, and Internet access. If the TCO program is Internet-based, the TCO must describe the system requirements that the online attendee must meet to ensure that the program operates smoothly.
g. Chief/Assistant Chief/Program Presenters.
(1) Chief Instructor. The TCO must list the name, airman certificate number, and qualifications of the chief instructor. The chief instructor must meet the requirements of part 141, § 141.35(d) and include a compliance statement in the TCO, addressing the certificate and experience requirements of a chief instructor required for a part 141 pilot school course of training leading to flight instructor certification.
(2) Assistant Chief Instructor. Where requested by the provider, the TCO must list the name, airman certificate number, and qualifications of the assistant chief instructor. The assistant chief instructor must meet the requirements of § 141.36(d) and include a compliance statement in the TCO, addressing the certificate and experience requirements of an assistant chief instructor required for a part 141 pilot school course of training leading to flight instructor certification.
The chief instructor may delegate any of his or her responsibilities to an approved assistant chief instructor.
(3) Serving Multiple Providers. A chief or assistant chief instructor may not serve more than one FIRC provider without requesting and receiving written authorization from the FAA.
(4) Program Presenters. The TCO must list the qualifications of other instructors, lecturers, moderators, or panelists who will present the provider’s program. These persons need not be limited to certificated ground or flight instructors; however, they should be recognized experts in the subjects of their presentations or specialty areas. The principal instructor who is giving presentations at any specific approved FIRC (in-person FIRCs only) must be an employee or affiliate of the approved FIRC provider, or be contracted to the approved provider.
h. Prerequisites. The TCO must state the enrollment prerequisites for flight instructors planning to attend a FIRC approved under this AC. Only flight instructors whose instructor credentials have not yet expired are eligible to renew their credentials predicated on full attendance and satisfactory completion of the FIRC program. This does not preclude instructors with expired certificates, or any other interested parties, from attending if they choose to do so for their own information. On the contrary, the provider should encourage such attendees to attend. Those who are attending for reasons other than credential renewal will not receive a FIRC graduation certificate. Instead, they may receive certificates of attendance/course completion.
Par 9 Page 21 Once a flight instructor certificate has expired, the flight instructor must successfully accomplish a practical test for the reinstatement of that certificate.
i. Daily Schedule. The TCO will include a daily schedule, including the start and stop times for each lesson and the lesson title. The provider may choose any period of time they feel is appropriate to cover a particular topic or module adequately. The presenter must make every attempt to adhere to the topic duration established in the schedule. However, it is understood that particular interest or activity in a given module or topic may mean that the provider exceeds the duration established for that particular lesson. This is acceptable to a certain extent, although the provider must remain mindful to adequately cover subsequent topics and modules. Major changes that may result in the exclusion of another topic must be preapproved by the FAA.
j. Syllabus. A training syllabus will consist of a collection of lesson plans. Each individual lesson plan will include, at a minimum, a description of each lesson to be presented. Each lesson plan will describe all ground and/or flight components (where applicable), lesson objectives, completion standards, and the measurable unit of accomplishment or learning. The provider should identify appropriate reference materials that the presenter will use during the presentation. The provider should print an individual lesson plan for each core and elective topic, or unit of training, on its own page(s). The individual lesson plans must contain at least the following elements:
(1) Lesson or Module Title. In a practical sense, the lesson or module section will be the title of the module or unit of training. If the module contains more than a single topic, this section should identify (in broad terms) the topic(s) covered in that module.
(2) Subject Matter. The subject matter portion of each lesson plan should offer an expanded discussion of the specific subject matter(s) the presenter is to teach in a particular module or unit of training, as identified in the “Module Objectives” section. This is not intended to be a comprehensive discussion, but rather should make clear to the reviewer what the intent of the provider is regarding the subject matter and identify the principal knowledge components of the topic(s) that the provider intends to transfer to the attendee. The FAA is interested in the major points of information that the provider is offering the attendees in the specific topics for which they are approved.
(3) Lesson Objectives. The “Lesson Objectives” section should clearly specify the desired attendee learning outcomes and should be consistent with the objectives and subject matter of the particular module or unit of training. The FAA understands that in any session of training the presenter will offer a great deal of information, and that the attendee will not realistically be expected to memorize the material verbatim. The attendee should and must retain the bulk of the material and the key specific points presented. These are the lesson objectives. It is important to fully identify these objectives. Be specific. As examples, two lesson objective descriptions are shown below, one inadequate, followed by a more acceptable example:
(a) Inadequate Example. At the end of this lesson, the attendee will know about Crew Resource Management (CRM).
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(b) Adequate Example. At the completion of this lesson, the attendee will be able to describe the basic tenets of CRM and its importance to flight safety, including its applicability to training in technically advanced aircraft. The attendee will understand how CRM differs between single-pilot and two-pilot environments. In addition, the attendee will have learned effective methods of managing the cockpit, including chart placement, note/clearance taking, and accessibility to alternate charts and flight information in the event the pilot must deviate to another airport. The instructor attendee will understand the importance of being able to effectively communicate this information to their attendees/students in a clear and concise manner.
(4) Completion Standards. The completion standards should state the observable or measurable level of knowledge and skills required of each attendee at the end of the course, module, or lesson. For example, the following statement, “The instructor attendee must score a minimum of 70 percent on each written examination given,” would combine both the observable and measurable levels of knowledge and skill. The provider may set the minimum standard higher if they wish; however, they may not reduce the standard below 70 percent. If the provider wishes to employ a nontraditional method of completion standard, they should contact AFS-800.
(5) Testing Procedures. The provider must provide a description of the testing procedure used to measure the attendee’s proficiency. This discussion should identify and describe the form of test (e.g., individual paper tests handed out, tests presented on a screen, etc.). For example, “The attendee will answer a series of multiple choice questions related to this topic at the end of the day in which the topic was presented, and again in the final test at the end of the program. The test will be in printed form and handed to the applicant for completion.” This statement says that the provider will specifically test the applicant on this topic or module on two different occasions using a printed multiple choice format.
(6) Testing Timeframe. Total testing time that may be credited toward the 16-hour FIRC minimum time requirement may not exceed a 1-hour cumulative period. The FIRC provider may allot additional testing time beyond the 16-hour minimum FIRC timeframe.
k. Written Test Questions. The FIRC provider will provide a comprehensive written test or test question pool with an answer key in the submitted TCO. The provider should provide source materials (references) from which the answers to the questions were derived. References should be sufficiently detailed to allow FAA personnel to easily locate those references if FAA personnel feel it is necessary to verify or confirm specific information presented in the test.
Inadequate references will result in denial of the approval. Test questions must be appropriate to the lesson plans and subject areas the provider will teach. FIRC testing standards require all multiple choice test questions to offer at least three challenging (plausible—not giveaway) answer choices (a, b, or c choices). Standards for post-lesson testing do not allow true/false questions. The FAA encourages essay questions whenever feasible. The provider must administer closed book exams for tests given at live, in-person FIRCs. Since many courses present as many as 16 lessons, including electives, the provider must require each attendee to answer at least 60 test questions to ensure adequate testing in all subject areas. All 60 test questions do not have to be given at the same time; however, at least 30 of the questions must be given at the end of the entire FIRC program, and that final test must be comprehensive, rather than simply covering material presented subsequent to any possible earlier tests given during the
Par 9 Page 23 FIRC. A participant’s successful completion of the FIRC is dependent upon a minimum score of 70 percent on each written test administered. Individual providers may set higher standards. The provider may provide the test questions, answers, and references as an appendix to the TCO as to allow other non-FAA personnel to see the TCO without seeing the tests and their answers.
However, the provider must submit it as a component part of the TCO when seeking FAA approval.
NOTE: The provider must update and revise the written test(s) question pool at least once during each biennial approval period. This does not necessarily mean replacement of each of the questions. The provider should update the questions to reflect any changes in the course content and any regulatory or policy changes that may have occurred during the previous approval period. In addition, the provider should alter multiple choice answer sequences (where used), and should reword or recast preexisting questions.
NOTE: See paragraph 10 for additional information pertaining to Internet-based FIRC testing.
l. Graduation Certificate. The provider should include a copy of the graduation certificate to be issued and a copy of a completion certificate, if one is to be used, in the TCO package presented for review. See subparagraph 8k for the details outlining what specific information must be provided on the graduation certificate.
m. Remedial Training. If the provider plans to offer remedial training for those attendees who fail to meet the minimum completion standards, the TCO should include a description of the method to accomplish such remedial training and subsequent retesting. The 16-hour minimum course timeframe requirement does not include remedial training or remedial testing. As with the other required questions to meet the requirements of this AC, the remedial testing must be closed book. Providers who elect not to provide remedial training and testing to instructor attendees who fail to meet the minimum standards should include a statement in their TCO to that effect.
In this case, the TCO must reflect the fact that graduation certificates will not be issued to instructor attendees who fail to satisfactorily complete the full course requirements, including all tests administered.
10. INTERNET-BASED AND DISTANCE LEARNING PROGRAMS.
a. Distance Learning Programs. The FAA will accept distance learning FIRC curricula (which do not include Internet-based programs) for review. Providers who wish to submit distance learning curricula should first present a clear and logical outline and description of the sequential elements of the training curriculum. Such providers should be prepared to provide an email address, toll-free telephone number, and facsimile number to ensure a rapid and effective means of communications between the provider and enrollees to aid the enrollees in completing all approved course materials. It may be advantageous for a group or individual that intends to submit a distance learning curriculum to meet with AFS-800 in advance to discuss the proposed curriculum in detail.
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b. Internet/Web-Based Programs. The FAA will evaluate all Internet or Web-based FIRC curricula on a case-by-case basis. Groups or individuals who wish to submit an Internet-based FIRC program must contact AFS-800 and notify them of their intent. Provider applicants are encouraged to provide graphical outline representations of their proposed training programs for review and consideration by AFS-800. The graphical representation of an Internet-based FIRC should contain a step-by-step description of how participants will enroll and access the study and support material for each lesson in order to effectively navigate through the course to completion. An Internet-based FIRC program should be prepared in accordance with applicable guidelines contained in this AC. The FAA neither requires nor expects the applicant to print every screenshot used in the FIRC presentation; online access for the FAA to review this material is sufficient. The applicant must submit a brief TCO that contains general information about the FIRC, as well as the items listed in subparagraphs 10b(1) through (10) below. Where a stated requirement is not considered applicable to an Internet-based FIRC program, the provider should identify that requirement and provide a reason for its inapplicability. The provider must make available to the FAA free-form access to the completed FIRC training site. Free-form access means that the FAA must be able to navigate freely throughout the program as desired, rather than being compelled to follow topics sequentially or meet course time requirements required for the attendee. This includes access to testing. It is strongly recommended that a provider or organization intending to present an Internet-based FIRC program arrange to meet with AFS-800 in advance to discuss the planned program outline before committing time and effort to its development. This will assist in ensuring that the program follows a standardized process to the extent possible and might help reduce the time needed for its development, review, and approval by the FAA. Outlines for Internet-based FIRCs should contain, as a minimum, the following information considered specifically applicable to an online FIRC curriculum:
(1) Minimum Hour Verification Statement. The FAA requires all providers to ensure that the FIRC provided, and the attendee completed, a minimum 16-hour FIRC. The FAA does not expect an online FIRC provider to require a minute-to-minute 16-hour minimum course timeframe. The FAA recognizes that an online course has different characteristics from a live FIRC. An online FIRC course is an automated, Web-based one-on-one instructional process that should provide flexibility for the attendee’s individual learning style. An online FIRC, however, must legitimately deliver a 16-hour course that is equivalent to a live FIRC. Online FIRC providers must include a minimum hour verification statement in their TCO. This statement must include a description of how the provider will ensure that the attendee completed the minimum 16 hours of course (see subparagraph 8e). The verification statement should explain the provider’s method to ensure that each attendee will actively participate and complete all the lessons presented in the course. The FIRC provider’s planned method of assurance must include the following procedures:
(a) Minimum Hour Assurance Plan Matrix. All online FIRC courses must present a minimum of 16 hours of course material, as determined by each online provider’s Minimum Hour Assurance Plan Matrix. Like the live FIRC, the 16 hours minimum course period includes provisions for attendees’ breaks, lessons, graphics, and testing. The online FIRC provider must create a minimum hour assurance plan and include this plan in a matrix as a component of the organization’s TCO (see example Minimum Hour Assurance Plan Matrix provided in Appendix 2, References and Job Aids, Table 1, Minimum Hour Assurance Plan Matrix).