Appendix 1 verification are online; however, WINGS applicants do not have to have Internet access to participate. As has been in the past, achievement of any level of the WINGS program will substitute for a flight review. Flight instructors need to be aware of and conversant in how this program works and how it and the many other resources available to them through the FAASTeam offices can benefit both their clients and themselves.
8. Regulatory, Policy, and Publications Changes and Updates.
Regulations, policies, and aviation safety-related publications are continually changing, and part of the job of the flight instructor is to keep him or herself up to date to ensure that what they are teaching their students is current and accurate. This can be difficult for flight instructors, whether they are part-time weekend instructors with jobs elsewhere, or very busy full-time instructors at flight schools with high activity levels. Nevertheless, this requirement remains critically important in the furtherance of flight safety. The FIRC offers an ideal opportunity for the flight instructor to learn about what has been changing in the regulatory and policy areas that are so important in their conduct of their profession. This, in turn, places an expectation on the FIRC provider to diligently research and keep abreast of the pertinent dynamic regulatory and policy environment within which the flight instructor and their students must operate. This, clearly, will necessitate ongoing and often substantial revisions in their course materials. In many cases, providers will have to revise material “on the fly” as policies and regulations change. The provider is expected to immediately update their presentation materials to reflect any changing regulations or policies to stay completely up to date at all times. The provider may make such changes to this topic content without prior approval at any time, provided such changes accurately reflect the current regulatory or policy state.
9. How to Give an Effective and Useful Instrument Proficiency Check (IPC) and Flight Review.
CFIs perform one of the most vital and influential roles in aviation. Along with training applicants to become first-time pilots, these aviation educators provide essential pilot evaluations and continuing training to ensure safe flight operations. CFIs influence the entire GA safety culture. CFIs are not only responsible for pilots to meet aviation proficiency standards, but also bear responsibilities for the safety of every passenger who entrusts his or her life to a pilot’s knowledge, skill, and judgment. The FIRC provider’s role of providing continuing training to CFIs is crucial. For example, the continuing training provided by FIRCs to flight instructors enables CFIs to conduct meaningful IPCs and flight reviews.
The IPC. The CFI–instrument (CFI-I) who administers the IPC described in § 61.57(d) must know how to conduct an IPC effectively. Providers should ensure that CFIs receive the level of continuing training necessary to meet this goal. Practical test standards (PTS), or equivalent, for the instrument rating stipulates that the flight portion of an IPC must include certain aeronautical tasks specific to instrument flying. All CFIs must know that the PTS guide contains this information. The maneuvers and procedures selected for the IPC must include those listed in the Rating Task Table in the current edition of the PTS guide, Instrument Rating Practical Test Standards for Airplane, Helicopter, and Powered Lift (FAA-S-8081-4) or equivalent. The CFI conducting the IPC should also know that he or she has the discretion to require any other maneuver(s) necessary to determine that the pilot can safely operate under instrument flight rules
Appendix 1 (IFR) in a broad range of conditions appropriate to the aircraft flown and the ATC environment selected. However, in any case, the CFI should pay particular attention to those areas within the PTS identified as “Special Emphasis.” The FAA also provides additional guidance in its March 2010 publication entitled Instrument Proficiency Check (IPC) Guidance. This guide offers additional FAA guidance, with special emphasis on conducting a thorough ground review and on administering IPCs in aircraft with advanced avionics. The goal is to help the CFI-I determine that a pilot seeking an IPC endorsement has both the knowledge and skills to conduct safe flight operation in all aspects of instrument flying. FIRC providers should remind CFIs that the Instrument Guide is also designed as a companion to the current edition of the FAA publication entitled Conducting an Effective Flight Review, which offers optional guidance to CFIs on administering the flight review required by § 61.56.
The Flight Review. All active pilots must receive some level of refresher training on a regular basis in order to continue to exercise their pilot privileges. At a minimum, pilots may meet that requirement through a flight review, which must be conducted at least every 24 calendar-months, as established in § 61.56. The flight instructor typically conducts flight reviews. Many pilots never encounter a flight instructor except for that every 24 calendar-month requirement. Some flight instructors consider the flight review a chore that they would rather not do and are often unclear as to how to properly conduct one when they do. The instructor should understand that the authority to conduct a flight review, and thereby allow a pilot to continue to exercise his or her privileges as pilot, is a major responsibility and offers them an opportunity to assess and enhance a pilot’s aviation skills, and thus contribute directly to the safety of GA. The CFI should also understand that the flight review is not to be construed or conducted as a test, that there is no pass or fail, and that it is intended to be a learning experience. Flight reviews are not standalone programs of training that are the same for every pilot. Each flight review is unique to the skills and experience level of the pilot receiving the review. The instructor should be well versed in how to quickly assess a pilot’s skills and experience and to fine tune the review “on the fly” to effectively confer new knowledge or to refine skills already possessed. Most pilots know that a flight review requires a minimum of 1 hour of training on the ground and 1 hour of flight training. This may create an unrealistic expectation of some pilots. Each pilot has individual needs that may easily require more time to resolve. To prevent unrealistic expectations, the CFI should address the minimum time requirement for a flight review before conducting it. The CFI typically uses more than an hour on the ground and an hour in the air to accomplish this in a useful way.
CFIs must possess a thorough understanding of the requirements and process for conducting an IPC or flight review when they agree to conduct one. The CFI must also understand that ELP directly affects safety of flight. CFIs should know that regulations require pilots to meet and maintain ELP standards for all grades of pilot certificates issued under part 61. When a CFI conducts a flight evaluation and/or flight training event, the CFI should identify any pilot that does not demonstrate ELP. In this case, the CFI should provide a logbook entry for training received, advise the pilot of the CFI’s finding, and notify his or her local Flight Standards District Office (FSDO) for further action. The current edition of AC 60-28, English Language Skill Standards Required by 14 CFR Parts 61, 63, and 65, provides information and guidance regarding English language standards required by part 61. The 2015 revision of AC 61-98, Currency Requirements and Guidance for the Flight Review and Instrument Proficiency Check, will present a new section pertaining to ELP. CFIs should also know how to instantly formulate
Appendix 1 an effective plan of action that will make the difference between a pointless exercise that only meets the regulatory requirements, and a truly effective IPC or flight review. The pilot under review/evaluation should come away knowing something they did not know before, possess a degree of skill they did not have before, and meet proficiency standards required to conduct safe flight. While providers must present the IPC and flight review as a core topic, they should emphasize the importance of the IPC, flight review, and instructor’s role in reducing GA accidents throughout the entire FIRC program.
10. Ethics and Professionalism in the Role of the Flight Instructor.
A professional is a person who receives compensation for some unique knowledge or skill that he or she may possess. Ethics has been defined as what a person does when no one is watching.
The mark of a quality professional is that he or she maintains the highest level of ethics in everything they do, but most particularly in their professional field. This very much applies to the flight instructor who, by virtue of the fact that he or she receives compensation for his or her skill and knowledge, is a professional. Professionals who hold their field of endeavor in high esteem and who take pride in their accomplishments in their chosen fields tend to maintain high ethical standards without even thinking about it. It becomes an inherent quality when one takes pride in their work. Unfortunately, many in the flight instructor community do not easily recognize their own accomplishments and the critical role they play as instructors in the global world of aviation. This can be particularly true of those instructors who see themselves as “only” instructing to build the hours necessary to move on to the air carriers where they plan on flying “real” airplanes. The typically poor wages often found in the field of flight instruction does not help the perception of instructors’ professionalism. While not pervasive throughout the industry, flight instructors and others involved in aviation must guard against this mindset. Flight instructors represent the finest in GA and must be reminded of this and of the responsibility that it entails. They have the duty of fostering and ensuring safety through careful and thoughtful training. For example, signing a flight review endorsement in a pilot’s logbook, possibly for a friend, when not actually having conducted one or having conducted only a cursory check, is understood by everyone to be unethical. However, the perception of the seriousness of such a poorly conceived activity is largely dependent on those self-perceived factors of ethics and professionalism. If the flight instructor has an attitude of “it doesn’t really matter; I’m moving on to the airlines anyhow,” then their perception of the degree of infraction will be very different than that of the flight instructor for whom instructing is an honorable profession, even if temporary, and who takes pride in their ability and authority to conduct that flight review. The instructor must be reminded of his or her responsibility and duty to maintain the highest ethical standards (to always do the “right thing”) and how those high standards directly contribute to safety in GA, regardless of their future personal goals. While providers must present ethics and professionalism as a core topic, they should also weave this theme throughout the entire FIRC program.
11. Loss of Control (LOC).
CFIs should know that the General Aviation Joint Steering Committee (GAJSC) cited aircraft LOC as the number one cause of GA fatalities from 2001 through 2010. LOC refers to aircraft accidents that result from situations in which a pilot should have maintained, or regained aircraft control, but did not. One area where pilots have experienced LOC is while maneuvering in an
Appendix 1 airport traffic pattern. FIRCs should emphasize proficiency and training programs to reduce the risk of GA accidents in traffic pattern operations. Specialized training that emphasizes establishing and maintaining a stabilized approach and landing reduces the risk of LOC in an airport traffic pattern. CFIs should instruct the pilot to reject an approach and initiate a go-around when the pilot cannot maintain a stabilized approach. Another area where pilots have experienced LOC is while maneuvering in instrument meteorological conditions (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 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 situational awareness (SA), which too often can lead to an LOC.
Providers should include awareness training for CFIs 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. CFI awareness of this information can directly benefit the effectiveness of student training. Understanding that poor aeronautical decision-making (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. CFIs should consider GAJSC findings and recommendations when conducting flight reviews, IPCs, and instructing other pilots on creating their personal currency action plans. The 2015 revisions of AC 61-98 and the Airplane Flying Handbook (FAA-H-8083-3B) will present new sections pertaining to LOC.
Appendix 2 APPENDIX 2. REFERENCES AND JOB AIDS
1. FAA Advisory Circulars (AC) (current editions):
http://www.faa.gov/regulations_policies/advisory_circulars/.
• AC 60-28, English Language Skill Standards Required by14 CFR Parts 61, 63, and 65.
• AC 61-65, Certification: Pilots and Flight and Ground Instructors.
• AC 61-89, Pilot Certificates: Aircraft Type Ratings.
• AC 61-91, WINGS—Pilot Proficiency Program.
• AC 90-109, Airmen Transition to Experimental or Unfamiliar Airplanes, provides additional information and guidance pertaining to transition to experimental or unfamiliar airplanes.
2. Aircraft Owners and Pilots Association (AOPA): http://www.aopa.org.
3. Aviation Digital Data Service (ADDS): http://www.aviationweather.gov/adds/.
4. Beyond the Buttons: Mastering Our Marvelous Flying Machines:
https://www.faasafety.gov/files/gslac/library/documents/2007/Mar/15239/7.1%20TAA%20Flyin g%20Skills%20MarApr07.pdf.
5. Conducting an Effective Flight Review (current edition):
http://www.faa.gov/pilots/training/media/flight_review.pdf.
6. Experimental Aircraft Association (EAA): http://www.eaa.org/.
7. Flight Service (Lockheed Martin): https://www.afss.com.
8. General Aviation Manufacturer’s Association (GAMA): http://www.gama.aero/.
9. General Aviation Pilot’s Guide to Preflight Weather Planning, Weather Self-Briefings, and Weather Decision Making (current edition):
http://www.faa.gov/pilots/safety/media/ga_weather_decision_making.pdf.
10. FAA Handbooks and Manuals (current editions):
http://www.faa.gov/regulations_policies/handbooks_manuals/.
• FAA-H-8083-3, Airplane Flying Handbook.
• FAA-H-8083-9, Aviation Instructor’s Handbook.
• Other handbooks/manuals, as applicable.
11. Instrument Proficiency Check (IPC) Guidance (current edition):
http://www.faa.gov/pilots/training/media/IPC_Guidance.pdf.
12. National Association of Flight Instructors (NAFI): http://www.nafinet.org/.
13. Night Flying, FAA Aviation News:
http://www.faa.gov/news/safety_briefing/2008/media/novdec2008.pdf.
Appendix 2
14. Online Resources for Certificated Flight Instructors (CFI), FAA Safety Team (FAASTeam): http://www.faasafety.gov.
15. FAA/Industry Training Standards Personal and Weather Risk Assessment Guide:
http://www.faa.gov/training_testing/training/fits/guidance/media/Pers%20Wx%20Risk%20Asses sment%20Guide-V1.0.pdf.
16. Personal Minimums Checklist, FITS Training:
http://www.faa.gov/training_testing/training/fits/guidance/media/personal%20minimums%20che cklist.pdf.
17. Practical Test Standards (PTS) (all current editions), e.g., FAA-S-8081-4, Instrument Rating Practical Test Standards for Airplane, Helicopter, and Powered Lift:
http://www.faa.gov/training_testing/testing/test_standards/.
18. Risk Management (RM) and System Safety Modules:
http://www.faa.gov/training_testing/training/fits/training/flight_instructor.
19. Risk Management Teaching Tips:
http://www.faasafety.gov/gslac/ALC/libview_normal.aspx?id=6107.
20. Society of Aviation and Flight Educators (SAFE): http://www.safepilots.org/.
21. Teaching Practical RM (May/June 2005 Issue of FAA Aviation News):
http://www.faa.gov/news/safety_briefing/2005/media/mayjun2005.pdf.
22. Tools for CFIs (AOPA): http://flighttraining.aopa.org/cfis.
Appendix 2 TABLE 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) Pretest Allotted Time (optional2) Lesson Support Graph/Data Allotted Time3 Allotted Break Time4 End of Lesson and/or Final Exam Allotted Time5 Hours Minutes Minutes Minutes Minutes Navigating the 21st Century: Aircraft Automation
1.25 0 0 Attendee Discretion 5 Security-Related SUA 1.0 0 0 “ 5 TSA 1.0 0 0 “ 5 Culture of Safety 1.0 0 0 “ 5 Safety Trends in GA 1.25 0 .4 “ 5 Pilot Deviations (PD) .75 0 0 “ 4 FAASTeam .75 0 .3 “ 4 Regulations .75 0 0 “ 4 Flight Review & IPC .75 0 .3 “ 4 Ethics & Professionalism .75 0 0 “ 4 Loss of Control (LOC) 1.0 0 0 “ 5
ELECTIVE TOPICS6 Teaching FITS .75 0 0 “ 4 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
1 The provider’s learning management system (LMS) must ensure that each attendee actively engages each lesson in their entirety.
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.
3 This column is optional, as graphs/additional data may be included without a specified time for attendees to review.
4 Credited break time may not exceed 2 hours of the 16-hour course content.
5 Total testing time may not exceed 1 hour of the 16-hour course content minimum requirement (see AC 61-83, subparagraph 8e).
6 Elective topics are encouraged, not required.
Appendix 2 FIGURE 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 2 Page 5 (and 6) FIGURE 2. SAMPLE LESSON PLAN Orville & Wilbur’s FIRC School FIRC: Sample Lesson Plan (Live classroom) Safety Trends in GA:
How CFIs Can Directly Contribute to Aviation Safety (Sample lesson title) 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 data);
• 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 Steering 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 80% on each of his or her exams.
TESTING PROCEDURE End of first day and second day final exams: essay and multiple choice closed book.