challenging lessons designed to transfer meaningful information to attendees in order to help flight instructors carry out their role more effectively. FIRC providers should consider the following training standards when developing their TCO:
1. FIRC programs should conduct courses that present new, challenging, and pertinent information presented at an advanced knowledge level commensurate to the active flight instructor.
2. FIRC programs should conduct courses that effectively provide continuing training and education pertinent to flight and ground instructors.
3. FIRC programs should conduct courses that enhance the ability of active instructors to instruct effectively.
4. FIRC providers should conduct programs that enable the instructor attendees to promote a culture of safety aimed at reducing GA accidents.
9.11.3 FIRC Testing Standards. FIRC testing standards require FIRC providers to develop and present test questions for all lesson presentations. This helps ensure that FIRC attendees gain effective knowledge transfer from each lesson. Exams should align with the key topic points (subject matter elements) presented in each lesson plan of the provider’s TCO. Test questions should also be reasonably challenging and plausible.
See paragraph 11.11 for more information concerning test questions and paragraph 13 for testing procedures.
9.11.4 Course Authorization Standards. The FAA will not authorize or continue to authorize any FIRC program that does not meet FIRC training and testing standards.
9.12 Records. The FAA requires all FIRC providers to maintain a record of the complete name and address of all instructor attendees and whether the provider issued or denied a graduation certificate. If the provider denies a graduation certificate, the provider has the responsibility to record the reason for the denial. The provider is responsible for maintaining this record for a period of at least 24 months. Recordkeeping may be digital. The provider also has the responsibility to retain records for attendees who only receive a course completion certificate.
9.13 Aircraft Category Specialization. A FIRC may, at the operator’s discretion, find it useful to focus their program on a particular category of aircraft flight instructor
(e.g., rotorcraft or glider). The FAA may approve such a program as long as the provider meets general FIRC training standards and the associated core topic requirements outlined in Appendix A, Required Instructional Core Topics for FAA-A pproved TCO Curricula. Attendance by any flight instructor at any approved FIRC, whether or not that FIRC specializes in a particular category of aircraft, is an acceptable basis for the renewal of any flight instructor certificate. This is acceptable even if the instructor does not hold a certificate or rating in the category of aircraft to which the FIRC is oriented. For example, a flight instructor who holds a commercial single-e ngine rating with instrument pilot certificate and a single-e ngine airplane instructor rating may attend an authorized helicopter-f ocused FIRC and may use a graduation certificate from that FIRC as a basis for renewal of his or her flight instructor credentials, even though he or she does not hold
a rotorcraft pilot certificate or a rotorcraft flight instructor rating. For this reason, the FAA requires that all FIRC providers meet all general FIRC training standards.
9.14 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 FSDO, providers who do not have an ACR on their staff are encouraged to contact the appropriate FSDO well in advance to determine the capability of that office to handle the anticipated number of applicants for renewal. It may be advantageous to advise the FIRC graduates that they should present their certificates to the appropriate FSDO 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.
9.15 Certificate Renewal by Mail. Under certain limited circumstances, attendees may renew their flight instructor credentials by U.S. mail. FAA Order 8900.1, 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 Flight Standards Information Management System (FSIMS) at http://fsims.faa.gov.
9.16 Integrated Airman Certification and Rating Application (IACRA). FIRC providers should utilize the IACRA internet-ba sed program for processing applicants when practical. The provider should direct questions concerning how to utilize this program to the appropriate FSDOs.
10 TCO DOCUMENT DEVELOPMENT—GENERAL.
10.1 TCO Length. Many new providers inquire as to how long the TCO document should be.
There is no set length. The FAA encourages providers to use as much detail as they feel appropriate to fully describe what they intend to do and how they intend to accomplish their goals. Adequate detail makes it easier for the FAA to 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
(e.g., table of contents, revision page, facilities description, and personnel descriptions).
Each individual instructional unit should be on its own page. Separating distinct units of information by page will make revisions and revision tracking easier. At the same time, the FAA is not seeking a large number of pages for volume’s sake. Providers should not include superfluous information in the TCO just to make it look bigger. Providers should exercise common sense to fully describe the program that they plan to present. Detailed information regarding specific TCO components is found in paragraph 11.
10.2 Subject Matter Requirements. All providers, at a minimum, will include all of the core topics identified in Appendix A.
10.2.1 Core Topics. Core subjects are those mandated by the Administrator. Providers should design core topic lessons to meet FIRC training standards by designing lessons that challenge the target audience and ultimately enhance safety of flight. The FIRC provider may incorporate or combine core topics with other topics in any logical manner. In this case, the provider should clearly identify the location of each core topic within the subject matter and ensure sufficient allocation of time to each of the core topics, regardless of its location. To ensure adequate coverage, each core topic should deliver robust lesson content. In all cases, the FAA will make the final determination of whether a provider’s core topic lesson meets the training standards for a FIRC curriculum.
10.2.2 Elective Topics. 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 should deliver robust lesson content. In all cases, the FAA will make the final determination of whether a provider’s elective lesson meets the training standards for a FIRC curriculum.
10.2.3 Course Content Consideration. Topics should be fully developed and designed at a level to challenge and stimulate critical thought from the target audience. For example:
10.2.3.1 An elective lesson on airspace corresponds to the sport pilot or private pilot training level, and is not worthy of a FIRC curriculum targeted to the active instructor. Instead of conducting an airspace lesson to instructors as a review, providers should recognize that this lesson offers the opportunity to deliver advanced instructional training that teaches the instructor to teach more effectively.
10.2.3.2 A FIRC provider should offer advanced training methods to the target audience, discuss common error in understanding airspace, and/or develop the attendees’ scenario-based training skills by correlating the regulatory weather minimums with minimum safe altitudes to determine what ceiling is necessary when departing or approaching an airport. Teaching the target audience advanced instructional techniques ultimately affords greater knowledge transfer to their students and clients.
10.2.4 Approval of Electives. The FAA requires FIRC providers to receive approval of an elective topic before a provider may present it. The provider has the responsibility to inform the FAA of the change(s) and identify where in the program the change has taken place. This can be in the form of a simple email notification to the FIRC email address (9-AWA-AVS-AFS-FIRC@faa.gov). The FAA will receive the notification and grant approval before the provider presents the changed topic. The FAA will acknowledge receipt of the notification and approvals.
10.3 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.
10.3.1 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 flight instructor toward furthering aviation safety. All of the lessons should contribute to the development of a safety culture mindset that attendees will take with them as they both fly and teach others to fly. The culture of safety and the flight instructor’s role and responsibility in furthering that culture cannot be overemphasized.
Instructors should be strongly reminded of the inherent duties and responsibilities that are imparted to them upon issuance of their instructor credentials, chief of which is promoting safety.
10.3.2 Aeronautical Decision-Making (ADM). ADM skills are an inherent component of a fully realized safety culture. ADM is simply the skill and ability to quickly make correct safety-related decisions in the aeronautical arena, be it in the air or on the ground.
Risk assessment skills and risk mitigation skills are critical components of ADM.
This may seem obvious, but the point is often overlooked when trying to discover some “higher meaning” in the ADM term. The fact is that every person, whether they are a pilot or not, makes many safety-related decisions every day. It may be as simple as whether to drive a car on an icy day. It is simply common sense based on acquired knowledge. When cast in this light, ADM becomes far less mysterious and esoteric;
therefore, ADM becomes 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.
10.3.3 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.
10.3.4 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 flight instructor is reminded that it is neither ethical nor professional and why. To be professional, flight and ground instructors should take seriously the duties and responsibilities that come with being an FAA-authorized instructor. The provider should emphasize a sense of professionalism
17 and value in doing the right thing when exercising the privileges and responsibilities that come with being a flight or ground instructor.
10.4 Minimum Course Hours Requirements. Curricula presented for FAA approval consideration should consist of no fewer than 16 hours of ground and/or flight instruction. Providers may offer more. Providers may distribute those hours any way they choose, in that they do not need to be contiguous, nor must the provider complete all 16 hours of training within a concurrent 2-day span. For example, providers may offer portions of the curriculum on a monthly basis. The key is ensuring that the attendee receives all of the authorized information. A flight instructor may use no portion of the approved FIRC program for renewal credit if the instructor has taken that portion before the applicant’s last renewal. In other words, the applicant is required to 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.
10.5 Training Block Timeframes. Reasonable variances in the timeframe to accommodate individual learning differences and other situations may arise from time to time during the FIRC presentations. The potential for these variances should be considered when determining the adequacy of the estimated timeframes of the overall course, the course stages, and the individual lessons. The FIRC provider should consider the following concepts when developing their TCO:
10.5.1 There are required minimum times to teach any particular topic, including core topics.
Minimum instructional times apply to all FIRCs, including internet-based programs.
10.5.2 The minimum period authorized to present a core topic lesson is 45 minutes.
10.5.3 The minimum period authorized to present an elective lesson is 30 minutes; however, the FAA may approve an elective topic presentation designed for less than 30 minutes if the provider requests and provides sufficient justification.
10.5.4 The provider’s TCO should specify the anticipated amount of time that the provider will spend on each lesson topic. It should specify the expected start and stop times of each lesson.
10.5.5 The overall FIRC program should consist of the minimum specified 16-hour course (ground and/or flight instruction, breaks, and testing) and comply with acceptable teaching standards and techniques appropriate to the TCO used.
10.5.6 For the purposes of the FIRC, a program hour consists of 60 minutes.
10.5.7 Each hour, except non -w orking lunches and dismissal hours, may include a 10 -min ute break after each 50-min ute 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 -min ute (1 hour, 40 -min ute) training block period of training followed by a 20 -minut e break. However, the provider may not continue training throughout an 8 -hour day with no breaks and then end the day 1 hour and 20 minutes early. Unbroken spans of instruction should never exceed 2 hours in length.
10.5.8 Pre-c ourse 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).
10.5.9 Part of the required 16 hours may include testing, but may not exceed 30 minutes in any given 8-hour span of instruction.
10.5.10 Providers may use a lunch period as an approved instructional block if all attendees are present during the lunch period and the TCO identifies the topic of instruction that the provider is to cover. If the provider exercises this option, it needs to be identified in the TCO, as would any other instructional block of time.
10.5.11 The chief instructor is responsible for ensuring the full attention of the participants and that the attendees complete all lessons, achieve all lesson objectives, and do not abuse permitted break privileges.
10.6 Instructional Techniques/Alternatives. The provider should seek the most desirable and/or alternative instructional techniques available that a certificated instructor may find effective in learning during the FIRC. Although there are well-e stablished traditional methods of training, the provider should explore any effective alternatives in developing their program. The goal is to transfer critical new and useful information to the attendee in an effective manner. How the presenter accomplishes the transfer is entirely up to the provider, who is expected to be an expert in the field of training trainers. The underlying premise should emphasize teaching ability and the skills necessary for flight instructors to convey new information to their students successfully. The course should be both challenging and thought-pr ovoking. Construction of the TCO should follow the general guidance in this AC to ensure expeditious approval. The FAA seeks to ensure a certain level of FIRC program standardization and emphasizes the coverage of program areas believed essential to enhance the knowledge, skills, and instructional capability of attending flight instructors.
10.7 Completion Standards. The goal of the FIRC is to effectively transfer knowledge to the attendee. The only objective way to measure the degree to which the provider obtained this goal is to test the attendees in some manner. Paragraph 13 discusses the importance of testing in the FIRC program.
10.8 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.
However, a workshop or discussion forum should not be conducted as a venue for attendees to simply share aimless past experiences or “war stories.” Instead, a FIRC provider should develop a plan for the discussion forum or workshop. The FIRC provider’s plan should include a forum objective, pertinent information, and critical new information as it applies to the exchange of information. Objectives define strategies or implementation steps to attain the identified goals. Unlike goals, objectives are specific, measurable, and have a defined completion standard. The FAA expects the FIRC provider to set objectives and goals for any discussion forum or workshop. The goal of a FIRC provider’s discussion forum or workshop should enhance the attendee’s ability, elevate their instructional skills, and enhance GA safety. The provider should structure any such forum to reflect the high standards of excellence expected of the FIRC program.
The provider should carefully monitor and moderate these forums. All instructor attendees are required to be present 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.
10.9 Topic Sequencing. Topic sequencing identified in the TCO may be adjusted when the provider feels an adjustment to lesson sequencing is beneficial for a particular in-pe rson FIRC presentation. If the sequencing is adjusted, the FIRC provider should provide an actual schedule of a particular in-pe rson 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-ba sed 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 should remain mindful of the building block method of learning and “fine tune” their attendee’s ability to move through the subject matter topics accordingly.
10.10 Flight Component. Providers who wish to incorporate a flight component into their approved TCO are required to first contact the General Aviation and Commercial Division by any of the methods identified in paragraph 9 to discuss this aspect of their development plans.
10.11 Graduation Certificates and Completion Certificates.
10.11.1 Graduation Certificates as a Basis for Credential 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). Pursuant to this provision, the graduation certificate must show that the certificate renewal applicant has successfully completed an approved FIRC within the preceding 3 calendar-m onths of issuance. Further, the renewal applicant’s flight instructor credentials must be current at the time he or she presents the renewal application (refer to § 61.197(a)). In no case will the FAA renew a pilot’s flight instructor credentials if that pilot submits his or her application for renewal past the expiration date printed on his or her current flight instructor certificate.
10.11.2 Contents of a FIRC Graduation Certificate. A FIRC provider is required to issue a graduation certificate that contains all of the following information in order to be a valid basis for flight instructor certificate renewal:
1. The full name and address of the organization (or provider) holding FAA approval to conduct the course;
2. The full name and address of the graduate;
3. The date of issuance;
4. The signature of the chief instructor;
5. A statement that the graduation certificate expires 3 calendar-months from the month of issuance;
6. Provider contact information;
7. A sequential number; and
8. The expiration date of the provider’s current authorization to conduct FIRCs.
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].”
10.11.3 Renewal Information. The provider should note that:
10.11.3.1 The applicant must submit a completed and signed FAA Form 8710-1, Airman Certificate and/or Rating Application, or FAA Form 8710-11, Airman Certificate and/or Rating Application – Sport Pilot, as applicable (or IACRA equivalent).
10.11.3.2 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.
10.11.3.3 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.
10.11.3.4 Failure to inform the attendee of these requirements may result in the attendee’s inability to renew their instructor credential.
10.11.4 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).
10.11.5 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:
1. The full name and address of the organization (or provider) holding FAA approval to conduct the course;
2. The full name and address of the graduate;
3. The date of issuance;
4. The signature of the chief instructor;
5. A statement that the graduation certificate expires 12 calendar-months from the month of issuance;
6. Provider contact information;
7. A sequential number; and
8. The expiration date of the provider’s current authorization to conduct FIRCs.
10.11.6 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 a flight instructor certificate 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.
11 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:
11.1 Page Numbering and Version Identification. Each page (including the cover page) should 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.
11.2 Cover Page. The TCO should have a cover page containing the full name and address of the FIRC provider/organization. This should be the name and address that will appear on the letter of authorization (LOA) when issued. The cover page should also include the name, address, current telephone number, facsimile number (if available), and email address of a POC.
11.3 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 A), 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 should 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 should be able to easily determine where they occur during the program so as to synchronize his or her arrival time if necessary.
11.4 Revision Page. A revision summary page will follow the table of contents page.
11.5 Facilities. A description of the facilities will follow the revision page. The description of the facilities should 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).
11.6 Training Aids. The TCO should include a description of audiovisual 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 should describe the system requirements that the online attendee will meet to ensure that the program operates smoothly.
11.7 Chief/Assistant Chief/Program Presenters.
11.7.1 Chief Instructor. The TCO will list the name, airman certificate number, and qualifications of the chief instructor. The chief instructor will meet the requirements of § 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.
11.7.2 Assistant Chief Instructor. Where requested by the provider, the TCO will list the name, airman certificate number, and qualifications of the assistant chief instructor.
The assistant chief instructor will 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
23 leading to flight instructor certification. The chief instructor may delegate any of his or her responsibilities to an approved assistant chief instructor.
11.7.3 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.
11.7.4 Program Presenters. The TCO should 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) should be an employee or affiliate of the approved FIRC provider, or be contracted to the approved provider.
11.8 Prerequisites. The TCO should 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. Once a flight instructor certificate has expired, the flight instructor must successfully accomplish a practical test for the reinstatement of that certificate as required by § 61.199.
11.9 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 should 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 should remain mindful to adequately cover subsequent topics and modules. Major changes that may result in the exclusion of another topic requires preapproval by the FAA.
11.10 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 will contain at least the following elements:
11.10.1 Lesson or Module Title. In a practical sense, the lesson or module title section will be the title of the lesson or module 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.
11.10.2 Lesson Objective. The “Lesson Objective” section of a FIRC provider’s lesson plan should clearly specify the desired attendee learning outcomes and should be consistent with the objectives and subject matter elements 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 retain the bulk of the material and the key specific points presented. It is important to fully identify lesson objectives.
Be specific. As examples, two lesson objective descriptions are shown below;
one inadequate, followed by a more acceptable example:
11.10.2.1 Inadequate Example. At the end of this lesson, the attendee will know about Crew Resource Management (CRM).
11.10.2.2 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 (TAA);
• Understand how CRM differs between single-pilot and two-pilot environments, and the attendee will have learned effective methods to teach cockpit management skills to their clients/students in the classroom and in 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; and
• Understand the importance of being able to effectively communicate this information to their clients/students in a clear and concise manner.
11.10.3 Subject Matter. The subject matter portion of each lesson plan should offer an expanded discussion of the specific subject matter elements the presenter will 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. The subject matter elements presented in the FIRC provider’s lesson plan 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. FIRC providers are required to present all of the subject matter elements listed in its lesson plans during the delivery of its presentation and align those subject matter elements to its exam questions.
11.10.4 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