AC 61-83H

U.S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Nationally Scheduled, FAA-Approved, Industry-Conducted Flight Instructor Refresher Course Date: 8/4/15 Initiated by: AFS-800 AC No: 61-83H Change:

1. PURPOSE. This advisory circular (AC) provides information and standards for the preparation and approval of training course outlines (TCO) for Federal Aviation Administration (FAA)-approved, industry-conducted flight instructor refresher courses (FIRC) in accordance with Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.197(a)(2)(iii). The intent of the FIRC program is to keep flight instructors informed of the changing world of General Aviation (GA) flight training and to enhance aviation safety through continued refresher training of the flight instructor cadre. Attending a FIRC is one of several methods by which a flight instructor may renew his or her flight instructor certificate. This AC provides one acceptable method by which the FAA may approve a FIRC program.

2. CANCELLATION. This AC cancels AC 61-83G, Nationally Scheduled FAA-Approved, Industry Conducted Flight Instructor Refresher Course, dated September 30, 2011.

3. DEFINITIONS.

a. Airman Certification Representative (ACR). An ACR is an individual representing a specific FIRC provider who is authorized under Title 49 of the United States Code (49 U.S.C.)

§ 44702(d) to accept airmen applications for renewal of a valid flight instructor certificate from successful graduates of that provider’s FIRC and to issue temporary flight instructor certificates.

b. Attendee/Instructor Attendee. This AC uses both terms throughout this document and each will have a different definition. “Instructor attendee(s)” are those individuals attending the FIRC who are currently certificated flight instructors (CFI) and who are doing so to renew their flight instructor credentials or to meet some other regulatory requirement that will involve some interaction, either directly or through the FIRC provider, with the FAA. The term “attendee(s)” includes instructor attendees, but it may also include any other individual who is attending the FIRC for reasons other than those specifically identified for an instructor attendee and who will not interact with the FAA as a result of attendance.

c. Course (or Course of Training). A course (or course of training) is a program of study of a range of closely related topics leading to a single outcome; in this case, the outcome is a graduation certificate that may serve as the basis for renewal of a qualified flight instructor’s credentials.

d. Credential(s). In the context of this document, credential(s) refers to the actual flight instructor certificate issued by the FAA to a qualified flight or ground instructor.

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e. Curriculum. A curriculum is an organized sequence of topics or subject matter presented within a course of training.

f. Distance Learning Curriculum. A distance learning curriculum is a curriculum in which the study, completion, and testing for all applicable course materials in a training syllabus is satisfactorily accomplished through correspondence. For the purpose of this AC, distance learning does not include Internet or Web-based curriculum.

g. Internet Curriculum/Web-Based Curriculum. These two terms are used interchangeably and define a curriculum in which the study, completion, and testing for all applicable course materials in a training syllabus is satisfactorily accomplished through the Internet.

h. Lesson. A lesson is an individual period of instruction that imparts subject matter to the attendee(s). A single lesson generally covers a single topic.

i. Lesson Plan. A lesson plan is the instructor’s plan for teaching a given unit of learning.

A series of lesson plans are components of the training syllabus.

j. Module. A module generally means a unit of training that includes a single topic. The term may also be used to mean a unit of training time (e.g., 1 hour) that may or may not cover more than one topic. While the term will generally be limited in this document to indicate a single topic, the alternative usage will be acceptable in the provider’s documentation if clearly defined as such.

k. Presenter. A presenter is the individual who is actually presenting FIRC course material.

The presenter may or may not be the FIRC provider. In any case, all presenters must either be the provider, an employee or affiliate of the approved provider or organization, or be contracted to the approved provider or organization. Some exceptions may be made to this where the FIRC provider is including other government or industry speakers as guest presenters for individual modules.

l. Provider. A provider is a holder of an FAA authorization under this AC to conduct FIRC programs through meeting the requirements of § 61.197(a)(2)(iii). The terms FIRC, FIRC provider, operator, organization, and provider, are used interchangeably in this AC.

m. Sponsor. A sponsor is a business or association that recruits and promotes an authorized FIRC provider to conduct its program to the sponsor’s members for the purpose of providing continuing training to its member CFIs and renewing their certificates through meeting the requirements of § 61.197(a)(2)(iii).

NOTE: This iteration of AC 61-83 redefines the term “sponsor” and differentiates it from the terms “provider, FIRC, FIRC provider, operator, and organization,” which are used interchangeably in this AC. The FAA made this change in response to requests from the industry to allow businesses and associations to recruit an authorized provider to conduct a FIRC for its members. The terms “provider” and “sponsor” remain

Par 3 Page 3 interchangeable in previous iterations of AC 61-83 and respective letters of authorization (LOA) issued under the previous version of this AC.

n. Stage. A stage is a portion of the course consisting of a group of lessons, similar subject matter, or a particular day of instruction (e.g., day 1, 2, or 3, versus stage 1, 2, or 3). A FIRC provider may or may not employ stages at their discretion.

o. Student. A student is an individual who will receive training to develop aeronautical knowledge and/or receive flight instruction from a CFI outside the venue of a FIRC. This document does not use this term to refer to a CFI attendee.

p. Training Course Outline (TCO). A TCO is an overview document that details the content, methodology, and structure of a course of training.

q. Training Syllabus. A training syllabus is the structured listing and summary of all individual lesson plans representing the sequence and timing of the material taught. A training syllabus represents a kind of table of contents of the lesson plans and may be as short as a single page. Wherever possible, the syllabus will be structured as a step-by-step (building block) progression of learning with provisions for review, evaluation, and testing at prescribed stages of learning, such as identifying the time and location in the lesson sequence of each of the tests.

4. BACKGROUND.

a. Flight Instructor Refresher Program. The FAA’s Flight Instructor Refresher Program was initiated in 1965 to provide standardization in updating CFIs. FAA Aeronautical Center (FAAAC) instructors provided instruction until their participation terminated on October 1, 1977. Since that date, the FAA transferred the authority and responsibility for the conduct of the FIRC program to provide an authorized basis for renewal of a CFI certificate to certain qualified industry organizations. The FAA made this transfer in an agreement between industry and the FAA. These industry-conducted courses of training now provide one acceptable means whereby the holders of valid and current flight instructor certificates may renew their flight instructor certificates.

b. Program Attendance.

(1) Attendance at these training programs provides qualified instructors an opportunity to meet or maintain their qualifications as chief instructors or assistant chief instructors for pilot schools certificated under 14 CFR part 141.

(2) Attendance at these training programs provides non-instructor pilots and other interested parties an opportunity to further their aeronautical knowledge.

(3) Successful attendance at one of these training programs qualifies for the ground portion of any level of the Pilot Proficiency Program (WINGS) for both flight instructors and non-instructor pilots.

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5. THE ROLE OF THE FIRC PROVIDER.

a. Communication. The FIRC program serves an important role in achieving the goal of reducing GA accidents. FIRCs accomplish this goal by communicating pertinent and up-to-date information to CFIs through recurrent training. In doing so, the FIRC program ensures expert CFI knowledge. CFIs are professionals that must maintain the highest level of aeronautical knowledge to do their job effectively. They carry out their responsibilities (see subparagraph 5c, CFI Responsibility) on the front lines, where they directly influence the level of safety that exists throughout the GA community. CFIs mentor pilot safety practices as they reduce aviation accidents by providing pilot training, pilot evaluations, and by engaging in a myriad of other pilot-related activities that influence the GA safety culture. Therefore, the communication of current information to CFIs is essential in ensuring expert CFI knowledge. The FAA has determined that certain organizations or individuals are qualified to act on behalf of the FAA in providing a basis upon which a CFI may renew their instructor credentials in accordance with § 61.197(a)(2)(iii). All approved FIRC providers together constitute a larger whole that, along with and interacting with the FAA, share the common purpose of ensuring that the flight instructors are provided the most up-to-date information through recurrent training. This is an important factor in maintaining the highest levels of safety, professionalism, and expert knowledge to help ensure a continued enhancement of aviation safety at all levels. Individual FIRC providers should recognize that they are part of this larger whole and attempt to communicate and share ideas and current information with other providers and with the FAA on a regular basis.

b. Skill Building. The spirit of a FIRC should parallel that of the professional conference.

A live, in-person FIRC is a professional conference in every sense. Virtually all practicing professionals regularly attend conferences and receive recurrent training to improve their skill and ability to carry out their jobs more safely and efficiently. As professionals, flight instructors demonstrated certain basic skills and knowledge when they received their flight instructor credentials; thus, the FAA does not intend for a FIRC to rehash those basics. The FAA expects a FIRC to expose its attendees to the latest in flight training techniques, the newest technologies, and most importantly, the latest operational safety procedures. Emphasis in the FIRC should always be on the blend of aviation safety and effective instruction; that is, it should be on developing and improving the instructor skills necessary to efficiently convey information to pilots in training and to build within them a foundational culture of safety.

c. CFI Responsibility. The only contact that many pilots may have with an aviation authority is through his or her flight instructor. CFIs are professionals that play a vital role in enhancing aviation safety. A CFI’s responsibility includes effectively conveying critical information to pilots, effectively evaluating pilots’ proficiency, and effectively developing pilots’ skills to higher proficiency levels. Consequently, CFIs play a leading role in reducing the GA accident rate. The FAA accorded serious responsibilities to CFIs when the FAA issued their instructor credentials. Incumbent on these responsibilities is the requirement that they stay knowledgeable and up to date on those issues critical to aviation safety. The FIRC plays an important role in this regard.

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d. Teaching Methodology. Any single FIRC program should, as much as is practical, present a course of interrelated lessons that enhances the active CFI’s ability to provide better training to GA pilots, rather than delivering a set of disconnected subjects offered one after another with no obvious connection or purpose. The provider should think of each topic as a chapter out of a larger book, with that “book” being the entire 16-hour program. The FIRC provider should present the topics in appropriate context. Always address the “why” of anything presented. Emphasize the concept of scenarios. The FIRC provider should develop an innovative overall course that compels and inspires its attendees. An example of innovative thinking might be illustrated by developing a scenario with a fictitious pilot for the attendees to follow as the fictitious pilot moves through each (or some) of the course topics and experiences, learns, and reacts to each topic. For example, Bob the CFI who, while instructing a student on how to use advanced avionics, inadvertently flies into Special Use Airspace (SUA) because of excessive heads-down time in the cockpit while operating the avionics. After being intercepted and interviewed by persons from the Transportation Security Administration (TSA), it is discovered that he was not in full compliance with TSA rules regarding how he was keeping records of his students. After this ordeal, he then uses the experience to effectively teach his students how to recognize and avoid SUA. Bob also discusses how keeping safety at the forefront of their minds is a broad-based cultural issue, and not one just related to the performance of a preflight or checking the weather. In this example, a program provider would have touched on at least four of the core topics and would have given meaning and a sense of urgency as well as personal immediacy to those topics. It is likely that the subject matter would have retained the attendees’ interest throughout the presentation(s). This is only one example where the FIRC provider can use creativity and ingenuity to build context and make the subject matter meaningful, all while retaining the attendee’s interest. FIRC providers are in no way required to employ the particular approach given in this example. There are many other approaches. The FAA considers a FIRC provider as a professional educator with particular skill at training the trainers; therefore, the FAA wishes to give the FIRC professional as much latitude as is practical in their development of their programs. The important thing is to teach the CFIs practical, meaningful information that they can take to their students the next day that will contribute to an overall fostering of a culture of safety. This places many demands and very high expectations on the FIRC. The FAA expects FIRC providers to excel at this skill.

e. Returning to Flight Instruction Training Module. The FAA understands that many CFIs who are renewing their instructor credentials are not currently instructing and, in some cases, may not have done so for many years. Time constraints, within which the FIRC must operate, restrict the FIRC provider from providing all of the information necessary to bring an inactive flight instructor up to speed; the FIRC provider should not attempt to do so within the context of the FIRC. Nevertheless, the non-practicing CFI in attendance is still an authority figure in aviation and the FIRC provider should strongly remind all inactive CFIs of the responsibilities that come with their FAA-issued authority to provide aviation training and endorsements, even if they are not actively doing so. Building and sustaining a safety mindset in non-active CFIs will translate into a safety ethic that they will carry with them even in casual communications with others, even if they never return to formal instructing. With that said, the FIRC provider may (and is encouraged to) consider developing and offering an elective module covering the topic of returning to flight instructing if they choose. Such a module may be of particular interest to those non-practicing instructors in attendance and may offer the opportunity to them to learn the procedures and processes of safely returning to the profession after some

Par 5 Page 6 period of absence. However, this topic must be limited to a single module and may not exceed 1 hour of the total 16 required hours. The principal purpose of the FIRC program is to provide useful information to the practicing instructor. With the exception of this single module, the FIRC provider must always direct their presentations toward that target audience.

f. High Level of Training. Learning new information and developing an internal culture of safety is every bit as valuable and important to the non-instructor airman as it is to the CFI.

There is little that the FIRC provider teaches the active CFI at a FIRC that is not of value to the non-CFI. Therefore, FIRC providers should actively encourage and recruit pilots and instructors of all certificate types and levels to attend, including student pilots and ground instructors.

However, the FIRC providers’ main audience is the renewing CFI, and the level of instruction should, at all times, remain at that high level. Experience has shown that non-instructor pilots who voluntarily attend FIRCs appreciate being exposed to higher levels of training and are fully capable of benefiting from the advanced material presented.

g. FIRC Provider as an FAA Representative. An approved FIRC provider is granted the authority to provide a basis for renewal of FAA-issued flight instructor credentials in accordance with § 61.197(a)(2)(iii). In some cases, the FIRC provider is further authorized to employ a designated ACR and issue temporary airman certificates 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 must 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. An 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 (AFS-800) of the provider’s authorization to conduct any further FIRC programs.

h. 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 must 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 must remove all FAA logos and FAA representations from all of their publications immediately upon expiration or other loss of FAA authorization to conduct FIRCs, regardless of the reason.

i. Course Conduct. The FIRC provider is expected to conduct their programs and presentations in accordance with their approved TCO.

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6. THE ROLE OF A FIRC SPONSOR.

a. Role. Expanding upon the definition found in subparagraph 3m, 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(a)(2)(iii), in turn allowing their CFIs to renew their credentials.

b. Branding. 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 graduation certificate must 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 to its members.

c. Sponsorship Approval. A FIRC provider must request and receive prior approval from the FAA to conduct a FIRC on behalf of a sponsor’s members. See subparagraph 7a for FIRC contact information.

7. GENERAL PROCEDURES REGARDING FIRCs.

a. Contact Information. Individuals or organizations who desire to conduct FIRC programs approved under this AC should contact AFS-800 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. The preferred format is a Microsoft Word document. 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 AFS-800, unless the provider receives prior approval from AFS-800 to do so. Individuals or organizations authorized to conduct FIRCs approved in accordance with this AC must maintain with AFS-800 a current mailing address, email address, telephone and facsimile numbers, and a reliable point of contact (POC). FIRC provider applicants may submit inquiries or documentation to AFS-800 via any of the following methods:

(1) The FAA FIRC email address at 9-AWA-AVS-AFS-FIRC@faa.gov (this is the preferred method).

(2) AFS-800 fax at 202-267-1078.

(3) Direct emails to the FIRC program manager (requires prior communication).

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(4) U.S. Postal Service or other conventional physical document transfer service to:

Federal Aviation Administration General Aviation and Commercial Division, AFS-800 800 Independence Avenue, SW.

Washington, DC 20591

b. 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 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 so long as to make copies, if desired, after which the FAA must return the original copy to the provider. FAA personnel other than AFS-800 should return any documents to the provider within 1 week unless the jurisdictional Flight Standards District Office (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.

c. 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 local 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 an FAA Regional Office (RO) supported by AFS-800. In some rare cases, typically as a result of a safety initiative, it may be necessary to mandate FAA participation. In such cases, AFS-800 will coordinate between the FAA field office(s) 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.

d. Cross-Provider Presentation. Except as noted below, no provider may teach a part of his or her 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.

Par 7 Page 9 NOTE: In some rare cases, two approved providers may wish to combine their programs for a special event. In such cases, all parties must coordinate with AFS-800 to request specific, limited approval.

e. Instructor Affiliation. The principal instructor giving presentations at an FAA-approved FIRC must 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 must contact AFS-800 to request and receive specific limited approval.

f. Reference Source Requirement. The FIRC training standards established by this AC 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.

g. Training Aids Authorized for Use.

(1) Use of Training Aids. FIRC providers are encouraged to use a variety of visual, aural, and static training aids to enhance communications 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.

(2) Operational Competency. Presenters at the FIRC must be fully versed in the operation of all equipment used during the presentations. Spare parts, such as replacement bulbs for projectors, should be available at all times where appropriate, and presenters should know how to replace those parts quickly, if necessary. The presenter must 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.

(3) Clarity of Training Aids. Visual aids used should be clearly visible to the entire class. Lettering, illustrations, and diagrams should be large enough to be seen clearly 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 followup 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.

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(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. Each chief instructor should keep in mind the teaching goals. For example, presentations to flight instructor attendees should focus on how the flight instructor can better do his or her job as an instructor. For an instructor to be most effective, the instructor must thoroughly know the subject matter being taught. 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 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.

(5) Use 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 distance learning curricula or Internet-based FIRCs, providers must 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 must moderate each video and aural presentation. The information provided by distance learning or 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 distance or Internet curricula must always be germane to the topic(s) presented.

h. Inability of an Attendee to Complete the FIRC. An applicant for renewal of a valid and current flight instructor certificate who, because of extenuating circumstances, fails to satisfactorily complete all of an 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 at a later date, the provider may 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.

i. 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 his or her product, but such discussion must 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.

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j. 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 CFI, who is expected to possess the basic knowledge that is implicit in his or her certification. The FAA understands that many FIRC attendees may not be active CFIs. Even when non-practicing CFIs 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.

(1) Advanced Training. Advanced training is not limited to rote learning (memorization) but rather promotes critical thinking. Effective critical thinking fosters aeronautical decision-making (ADM) and safe flight. FIRC programs should challenge, motivate, and inspire FIRC attendees.

(2) FIRC Training Standards. FIRC programs must meet FIRC training standards. A FIRC provider should not spend valuable instructional time reviewing basic pilot knowledge that flight instructors are expected to know. A FIRC should not teach the CFI at a Private Pilot level.

FIRCs should present challenging lessons designed to transfer meaningful information designed to help CFIs carry out their role more effectively. FIRC providers should consider the following training standards when developing their TCO:

(a) FIRC programs should conduct courses that present new, challenging, and pertinent information presented at an advanced knowledge level commensurate to the active CFI.

(b) FIRC programs should conduct courses that effectively provide continuing training and education pertinent to CFIs.

(c) FIRC programs should conduct courses that enhance the ability of active CFIs to instruct effectively.

(d) FIRC providers should conduct programs that enable the CFI to promote a culture of safety aimed at reducing GA accidents.

(3) Course Authorization Standards. The FAA will not authorize or continue to authorize any FIRC program that does not meet or exceed the FIRC training standards (prescribed throughout this AC).

k. Records. The FIRC provider must 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 must record the reason for the denial.

The provider must maintain this record for a period of at least 24 months. Recordkeeping may be digital. The provider must also retain records for attendees who only receive a course completion certificate.

l. 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 as long as the provider meets the general requirements of this AC and its associated core topics. Attendance by any flight instructor at any

Par 7 Page 12 approved FIRC, whether or not that FIRC specializes in a particular category of aircraft, may be acceptable as a basis for renewal by any CFI. This is acceptable even if the CFI 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 single-engine airplane instructor rating may attend an authorized helicopter-focused FIRC and may use a graduation certificate from that FIRC as a basis for renewal of his or her CFI credentials, even though he or she does not hold a rotorcraft pilot certificate or a rotorcraft flight instructor rating.

m. FSDO Capacity to Process Renewals. The capability of a FSDO to administratively process flight instructor certificate renewals is based upon that office’s work priorities and available staff. Therefore, to avoid placing an undue workload on a particular FAA FSDO, providers who do not have an ACR on their staff are encouraged to contact the FSDO having jurisdiction over the area where the FIRC is presented well in advance to determine the capability of that office to handle the anticipated number of applicants for renewal. It may be advantageous to advise the FIRC graduates that they should present their certificates to the local FSDO or to the FSDO having jurisdiction over their residential area for renewal, 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 holder’s flight instructor certificate has expired and before the FIRC graduation certificate has expired.

n. CFI Renewal by Mail. Under certain limited circumstances, attendees may renew their CFI credentials by U.S. mail. FAA Order 8900.1, Flight Standards Information Management System (FSIMS), Volume 5, Chapter 2, Section 11, Conduct a Title 14 CFR Part 61 Flight Instructor Initial/Reinstatement/Renewal Certification and Additional Category/Class Ratings, outlines this procedure. Order 8900.1 is available to the public through the FAA’s FSIMS at http://fsims.faa.gov.

o. Integrated Airman Certification and/or Rating Application (IACRA). FIRC providers should utilize the IACRA Internet-based program for processing applicants when practical. The provider should direct questions concerning how to utilize this program to the local FSDOs.

8. TCO DOCUMENT DEVELOPMENT—GENERAL.

a. 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 grasp more fully 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, such as the table of contents, revision page, facilities description, personnel descriptions, etc. 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