Military Competency Exam Preparation Tips
Military Competency Instructor
CFI/CFII, courtesy of AirKirb
www.AirKirb.com
What you are here for…
•
To take (and pass) the military competency
exam for Certified Flight Instructor
•
To have your paperwork checked before you
go to your regional FAA Flight Standards
District Office (FSDO)
•
To gather insights on where to go from here,
in order to get you up and instructing
Chris Kirby
•
CDR, USN (18 years)
•
HH-46D, MH-60S, TH-
57B/C (instructor)
(B206), R-22, S-300C
•
Commercial Instrument
Multi-Engine Airplane
and Rotary, CFII Rotary
•
With Civic Helicopters
for over a year
Tips for preparing for the Military Competency
Instructor (CFI/CFII/MEI) exam:
•
Get familiar with the 14 CFR (formally FAR)
Part 61, Certification: Pilots, Flight Instructors,
and Ground Instructors. Know the
requirements for private, commercial, CFI and
ATP for all aircraft (MCI written doesn’t
discriminate, even though you will obtain
CFI/CFII for the category aircraft you are
qualified in) (we’ll go over some of these in
class today)
Tips for preparing for the Military Competency
Instructor (CFI/CFII/MEI) exam (cont’d):
•
Read FAA H-8083-9A, the
Aviation Instructor’s
Handbook
(PDF available free online, or
enclosed with your “Welcome to
AirKirb
” e-
mail). This does not have a lot about flying in
it, but it does contain basic instruction
techniques and a lot about the process of
learning. A good percentage of the questions
on the exam are from this book.
Tips for preparing for the Military Competency
Instructor (CFI/CFII/MEI) exam (cont’d):
•
I highly recommend
Sheppard Air’s
Military
Competency Instructor Test Prep Software
(http://www.sheppardair.com/mcs.htm). There are
other companies (American Flyers, for example), and
I invite you to research them, but I used Sheppard
Air, and I know many others who have and have not
heard of a failure to date. You will be familiar with
the types of questions on the exam after taking the
time to review all of the test prep software. If you
are unable to get access to the internet, ASA
produces the Certified Flight Instructor Test Prep,
which is available at most aviation stores (and online,
that is, if you have access). The text does have
provisions for the Military Competency Exam.
The rubber meets the road…
•
When it is time to take the exam, find a
testing center by going to
http://www.faa.gov/training_testing/testing/
media/test_centers.pdf
and find a testing
center in your area. There is a fee (typically
around $150.00
). (There is one here at Civic!)
•
125 Questions, you are allotted 3 hours to
complete.
Success!!
•
After you pass the exam:
•
You will need to find a FAA Flight District
Standards Office (FSDO) in your area by going
to:
•
http://www.faa.gov/about/office_org/field_of
fices/fsdo/
.
Now the tricky part…
•
Once you have an appointment, you will need
the following items for the FAA inspector:
•
Your NATOPS jacket, or military flight record.
•
The FAA 8710-1 application form (completed, as
this will speed things up).
•
The original print out from the MCI test, showing
your passing score.
•
All log books, complete with endorsements
(military and civilian log books).
More for the FAA.
Any and all documentation that has the word
“instructor” on it. This is the tricky part - I’ll do my best
to tell you what to expect with the inspector.
Depending on your certification, you might get CFII, or
just CFI. This includes:
•
1. A certificate showing the completion of an
instructor ground school
•
2. A certificate or designation as a flight
instructor by your command
•
3. Something showing you passed a proficiency
check in the type of aircraft
You might not need all three, as the type of designation
may be all-inclusive in the eyes of the inspector. There
is no sure way to know.
Oh, there’s more!
•
A current medical certificate. It has to be at least
a Class III medical (military flight physicals satisfy
this requirement per 14 CFR part 67).
•
Your FAA Commercial Pilot’s License (not a copy).
If you don’t have one, then we need to talk about
military competency for commercial pilot first. I
can help with that as well.
•
Two forms of photo ID (driver’s license and
military ID).
Final Note on the FSDO
•
Every FSDO is
different…try
contacting them to
see EXACTLY what
they want before
you walk in the
door. It is best to be
prepared…
Let’s go over a few things.
•
14 CFR Part 61: Requirements and
responsibilities of a CFI/CFII, to include
endorsements
•
14 CFR Part 91: some things you might not be
used to as a military pilot
–
FAR
14 CFR PART 91
•
Fundamentals of instructing. (If you have not
served as an instructor at the VT’s or HT’s, this
will be new to you!)
Misc. Definitions
•
Crewmember – person assigned to duty in the
aircraft during flight
•
Operational control – initiating, conducting, or
terminating a flight
•
Stopway – decelerate an aborted takeoff
•
V
2
– Takeoff safety speed, ensures that an
airplane can maintain an acceptable climb
gradient with the critical engine inoperative
Required Documents
•
A-R-R-O-W
•
A
– Airworthiness Certificate
•
R
– Registration certificate
•
R –
Radio Operator’s License (not required US)
•
O
– Operations Specification
•
W
- Weight and balance
•
Approved Airplane and Rotorcraft flight manual if
required by 14 CFR 21.5
•
Every pilot must have pilot’s license (or student
certificate), medical certificate, and a photo ID
Required Documents
•
Certificate Holder’s manual that includes
enroute flight, navigation and communication
procedures for the dispatch, release and
continuance of flight in any item of equipment
becomes inoperative or unserviceable (given the
equipment is necessary for the route of flight)
•
Cockpit voice recorder – on from the start of the
use of the checklist (before starting engines) to
completion of the checklist at the termination of
the flight. Information recorded more than 30
minutes earlier may be erased or destroyed.
Medical Certificates
When a certificate of a higher class expires, it
reverts to the lower class for the remaining
duration (depending on age). For example, an
expired First Class (over 40) reverts to an
Second Class for the remaining 6 months, then
to a Third Class for the 12 months that remain
after that. Each type certificate is valid until the
last day of the month it was issued.
Student Pilot Certification
•
Student Pilot Certificate expires at the end of the
24
th
month in which it was issued for pilots 40
and over; at the end of the 60
th
month it was
issued for pilots under 40.
Go see the
Doctor!
Solo Endorsements
•
Good for 90 days after endorsed by and authorized flight instructor who
has provided instruction in the make and model of aircraft in which the
solo is to be made, given that the student is able (competent) to
complete the flight. Student must remain within 25 NM of the airport.
•
Flights beyond 25 NM are considered cross country flights with respect to
solo flights. Three types of endorsement necessary:
-
Pre-flight planning and preparation (logbook)
-
Repeated flights up to 50 NM, given that the instructor has given
instruction over the whole route, including landings at the airport(s) to
be used (logbook)
-
Student pilot certificate endorsement
•
Students also have to take a knowledge exam (14 CFR 61 and 91, flight
characteristics). The exam must be administered by the instructor
endorsing the student for solo flight.
More
Endorsements
-
solo in class B airspace. Flight (in class B airspace)
and ground instruction documented in student’s
log book
-
Complex aircraft endorsement
o
Retractable gear
o
More than 200 horsepower
o
Flaps and controllable propeller
-
High altitude endorsement (25,000 MSL), hypoxia
-
Tail wheel airplane
-
Type ratings
o
Greater than 12,500 pounds
o
Turbojet aircraft
o
Other aircraft specified by the administrator
Flight Reviews
-
Required every 24 months in order to act as a pilot in
command (PIC)
-
Consists of a minimum of 1 hour of ground instruction
and 1 hour of flight instruction (except for glider pilots)
-
Must be logged using standard wording from CFR part
61
•
I certify that (First name, MI, Last name), (pilot
certificate), (certificate number), has satisfactorily
completed a flight review of section 61.56(a) on
(date).
/s/ [date] J. J. Jones 987654321CFI Exp. 12-31-05
A Final Note on Endorsements
•
All aeronautical experience used to meet the
requirements for a certificate or rating, or
recent flight experience requirements, must
be recorded.
R-22/R-44
-
Every student will need to complete the awareness
training per SFAR 73, and have the completion of
the training documented in his or her logbook
before manipulating the controls of an R-22 or an
R-44.
-
Most of your flight schools use Robinsons, so it is
to your benefit to get familiar with them, and start
building hours.
-
A great video for Awareness Training per SFAR 73:
https://www.youtube.com/watch?v=RJ8SAnwxD6I
Recreational Pilot (RPL)
•
Certification between Student Pilot and Private pilot.
Limitations:
-
May carry only one passenger
-
Not for hire (pay the fair share of the rental/gas only!)
-
4 or less seats in the aircraft, max 180 HP, fixed gear
-
Daytime only
-
No communications with ATC
-
Must be 17
-
Third Class Medical required
•
A recreational pilot with less than 400 hours must log
pilot in command (PIC) time within the last 180 days in
order to act as a pilot in command of an aircraft (if
expired, must fly with a CFI)
Private Pilot (PPL)
•
Requirements:
-
at least 17 years of age
-
third class medical certificate
-
40 hours of instruction
-
Powered parachute: 25 hours of flight time, 10 hours of
instruction
-
3 hours of night instruction, including 10 take-offs and
landings and one cross country flight (CCX) over 100NM
-
3 hours CCX instruction
-
3 hours of instrument instruction
-
5 hours CCX solo, each flight greater than 50 NM.
-
One 150 NM CCX flight, with landings at 3 points 50 NM
apart.
•
Favorite question: PPL applicant in Alaska is not required to
have night training; instead, a “night flying prohibited”
restriction is placed on the PPL.
Commercial Pilot (CPL)
-
18 years old
-
Third class medical certificate (Second Class
required to exercise CPL privileges)
-
250 hours flight time; 50 as pilot in command.
-
Instrument rating (CPL can be issued without
one, but the endorsement will have a
limitation that states the pilot is unable to
carry persons for hire on flights of more than
50 NM or at night)
-
PPL
Certified Flight Instructor (CFI)
•
Requirements:
-
Commercial Pilot’s License (CPL)
-
Instructed by a CFI 24 months prior who has at least
200 hours instructing
-
Need at least 15 hours in category and class to
instruct (transition)
-
Need at least 5 hours in multi-engine or helicopter
make and model to instruct
•
Limitations:
-
No more than 8 hours of instruction in a 24 hour
period
-
ATP – 8 hours a day or 36 hours in 7 days
Certified Flight Instructor (CFI)
•
Requirements (renewal, 24 months):
-
Show flight instructor competency (LOOKUP)
-
Take an instructor refresher course within 3 months of
renewal
-
Obtain a new CFI rating (transition)
•
Duties:
-
Sign every log book for every student instructed
-
Maintain a record of the following for at least 3 years,
typically in logbook):
o
Type and date for every student endorsed for solo
o
Type and date certified a student for a written, flight, or
practical test
NEVER, NEVER endorse a student you have not flown with, or
endorse a student for a flight that you have not flown with them!!!
Ground Instructors
•
Basic:
provides ground training towards the issuance
of a PPL and RPL, and recommend the student to take
the knowledge test for PPL and RPL.
•
Advanced:
can provide training and a
recommendation to take the test for any rating,
except an instrument rating.
•
Instrument:
can provide training for knowledge test,
and ground training for the proficiency check, and
provide a recommendation for the student to take the
knowledge test.
Testing
-
Students need proper ID to take the exam
-
Must take flight test within 24 months of taking the
written (or re-take the written…ouch!)
-
Need a current 3
rd
class medical certificate to take the
flight test (not the written)
-
For the flight test, students need to be endorsed by
their instructor within 60 days of taking the check ride.
-
Re-testing after failure (written or flight) requires an
endorsement from and instructor that remedial
training has been given
14 CFR 61.37 gives a definition of cheating. Don’t do it!
The student will be prohibited from testing for one year!
Currency
-
Night (1 hour after sunset and 1 hour before sunrise);
3
take-offs and 3 landings to a full stop
in the same
category, class and type (if a type rating is required)
within 90 days
-
Carrying passengers; 3 take-offs and landings
as the
sole manipulator of the controls
in the same
category,
class and type
(if required) within the last 90 days. If
the aircraft is a tail-wheel airplane, the requirements
must be met in a tail-wheel airplane.
-
Instrument time; only when the person is FLYING
solely
by reference of the flight instruments
in simulated or
actual instrument conditions. (Safety Pilot)
Admin
-
Change of address submitted to the FAA
within
30 days
of moving
Flight by Referencing the
Instruments
-
The altimeter is the primary instrument for pitch attitude
(pitch control) in straight-and-level flight. The heading
indicator (gyroscopic, magnetic) is the primary for bank,
supported by the turn coordinator
-
Entering climb:
o
attitude indicator primary for pitch control
o
The heading indicator is the primary bank indicator, supported
by the turn coordinator
-
Level, standard rate turn:
o
Primary bank with the attitude indicator (entering turn)
o
Turn coordinator
after turn is established
•
Skills for attitude instrument training:
-
Instrument cross-check
-
Instrument interpretation
-
Aircraft control
Fundamentals of instructing. (If you have
not served as an instructor at the VT’s or
HT’s, this will be new to you!)
Learning
•
Learning
is a change in the student’s behavior as a result of
experience.
•
Incidental learning
– while working to learn one thing, another is
learned
•
Perceptions
– a person gives meaning to a sensation being
experienced through one or more of the five senses
•
Insights
– the grouping of perceptions into meaningful wholes
•
Motivation
is the most important force in governing the student’s
progress and ability to learn.
•
Principles of Learning
-
Readiness
-
Exercise
-
Primacy (the first time)
-
Effect (emotional reaction)
-
Intensity (or the real thing)
-
Recency
Learning
•
Levels of learning
-
Rote
-
Understanding
-
Application
-
Correlation
•
Domains of Learning
-
Cognitive (knowledge)
-
Affective (attitudes, beliefs, values)
-
Psychomotor (physical skills)
•
Taxonomy –
the listing of the hierarchy of objectives
•
Building block method of instruction
– each task builds into the
task after it.
The most acceptable way of forming correct habits.
Memory
•
Forgetting
-
Fading (lack of use)
-
Interference (overshadowing or blocking out)
-
Repression and/or suppression
•
Ways to solidify learning and aid memory recall
-
Praise
-
Association
-
Favorable attitudes
-
Learning with all of the senses
-
Meaningful repetition
Memory
•
The “Learning Plateau”, Fatigue –
a “leveling off” of
progress. Students may find this perceived cessation of
progress discouraging. Increased repetition may not help;
in fact, it might even prove harmful. Take fatigue into
consideration, and watch the student for signs of tiring.
Continued instruction while the student is tired will not be
productive.
•
Memory
-
Short term
-
Long term (for future use)
-
All inputs from the environment pass through the sensory
register and is processed according to the individual’s
preconceived perceptions of the event
Behavior
•
Five levels of human needs
(from most basic to complex, each
level must be satisfied before the next). These needs must be met
for learning to be effective:
-
Physical
-
Safety
-
Social
-
Egoist (self-esteem, reputation)
-
Self-fulfillment (creativity, realizing potential)
•
Defense Mechanisms in dealing with failure
-
Repression
-
Denial
-
Compensation
-
Projection
-
Rationalization
-
Reaction formation (opposite belief)
-
Fantasy (day dreaming)
-
Displacement (substitution)
Keep them learning!
-
Motivation
-
Information
-
Approach as unique individual
-
Give credit and praise
-
Constructive criticism
-
Consistency
-
Admit your own errors (never try to B.S. a student!)
Communication
•
Effective communication is measured by the
similarity between what was transmitted and
what was received
(think the game at the dinner
table where a sentence is spoken and passed
around). Instructors should instruct from a
broad range of accurate, up-to-date material.
•
Barriers to Communication
-
Lack of common experience (nothing in common)
-
Confusion between the symbol, or medium used to
transmit the idea, and the thing being symbolized or
the idea being transmitted
-
Overuse of abstractions. Killing it with metaphors.
The Teaching Process and Methods
-
Preparation (lesson plan)
-
Presentation
-
Application
-
Review and evaluation
-
Lecture method (
most economical in terms of time
)
o
Establish the objective or the desired outcome
o
Research the subject
o
Organize the Material
o
Plan productive classroom activities
-
Guided discussion, Types of questions
:
o
Overhead
o
Rhetorical
o
Direct
o
Reverse (answer a question with a question)
o
Relay (or re-direct)
The Teaching Process and Methods
-
Demonstration/performance method
o
Explanation
o
Demonstration
o
Student performance
o
Instructor supervision
o
Evaluation
Group learning is the strategy by which students are
organized into small groups so that
they can work
together to maximize their own and each other’s
learning potential.
Planning and Organizing the Lesson
-
Introduction
-
Development
-
Conclusion
Develop standards and objectives, then organize subject
areas into “blocks of learning”. Next, develop a syllabus
based on the blocks of learning in the most efficient order.
Later on, the instructor may determine that the order of the
blocks of learning does not fit into his/her particular
instructing style, and that is ok.
Organizing material into blocks of learning allows the student
to master segments of the overall performance requirements
individually and combine them with other related segments.
Each lesson should include the objective, content, and
completion standards for the block of learning.
Planning and Organizing the Lesson
Lesson Plan: the blueprint for every ground and
flight lesson. A lesson plan should:
-
Use relevant material
-
Give due consideration for each part of the lesson
-
Aid the instructor in presenting the material in a
suitable sequence
-
Provide an outline for teaching (no need to spell it all
out)
-
Relate the objectives to the training
-
Build confidence for the inexperienced CFI
-
Promote uniformity of instruction
The main concern in developing the lesson plan is
the student!
Planning and Organizing the Lesson
Performance-based objectives: description of
the skill or behavior, conditions and criteria.
If a lesson is skipped, try to move on to a lesson
that does not require the skills or knowledge
covered in the skipped lesson.
•
Example lesson plan:
Critiquing
•
Can be written, oral or both, and should come
immediately after the student’s performance. Tenants
of an effective critique:
-
Objective
-
Flexible
-
Acceptable
-
Comprehensive
-
Constructive
-
Well organized
-
Thoughtful
-
Specific
•
In order for a student to accept the instructor’s
critique, they must first accept the instructor.
Evaluation
Oral questioning – two types
-
Fact questions based on memory or recall
-
Thought questions require the student to combine ideas
and/or concepts
All questions should be clear, brief and concise.
Oral questioning can highlight areas that need
more work or emphasis.
•
Written tests – two types
-
Supply-type – good for measuring general understanding
-
Selection type – very objective in that they are all scored
the same. Easy to compare students this way
o
True-false tests are a type of selection tests, but they are known to
promote guessing.
o
Multiple choice tests, some difficulties:
Stem must be clear and unambiguous
Answer must be infallible
Must have plausible distractors
Evaluation
•
FAA practical tests are criterion-referenced,
standards-based tests. You can use the test
standards to aid in instruction and testing.
Criterion-referenced tests include
performance-based objectives.
Aids to Instruction
•
Guidelines for use
-
Establish the lesson objective before introducing
instructional aids
-
Gather data/do your research!
-
Organize the material logically, and make sure all key
points are included
-
Choose the aids last, after the objective is established,
the research is done, and the material is organized
•
Instructional aids should not be used as a crutch
for the instructor (or to make up for poor
instructing technique)!
The Flight Instructor
-
Is sincere
-
Accepted by the student (mutual respect)
-
Looks professional at all times
-
Has a calm demeanor (your student is freaking
out already, don’t add to it)
-
Observes all safety practices and does everything
to prevent an accident
-
Uses proper language
-
Always works to self-improve (by pursuing the
next rating!)
-
Can read a student (each student is different,
with different needs)
-
Never allows substandard performance (the
examiner won’t!)
The Flight Instructor
•
Fear is the most significant psychological factor
affecting flight instruction. Fear is a normal
reaction; it keeps most of us alive during the
most stressful times. Some reactions are not
normal:
-
Extreme physical responses, such as profuse sweating,
rapid heart rate, etc.
-
Inappropriate reactions, such as laughing or singing
(you’ll know)
-
Marked changes in mood from one lesson to the next
-
Severe anger at the instructor or other service
personnel
Aviation Decision Making (ADM)
•
Decisions are made regarding events
involving interactions between four risk
elements (
PAVE
):
-
P
ilot in command
-
A
ircraft
-
En
v
ironment
-
E
xternal pressures
Flight Instruction Techniques
•
Demonstration/Performance Method
-
Instructor tells--instructor does
-
Student tells—instructor does
-
Student tells—student does
-
Student does—instructor evaluates
•
Integrated flight instruction: maneuvers are taught
(from the first time) by referencing
both outside
visual references and reference to the flight
instruments. This is also when the student is taught
to look for other traffic while referencing visual cues.
Flight Instruction Techniques
•
Obstacles to learning
-
The feeling of being treated unfairly
-
Wanting to get to something more interesting (impatience,
more important than initially thought)
-
Worry or lack of interest
-
Physical discomfort, illness and/or fatigue (fatigue—lesson
length)
-
Apathy (can be brought on by poor instruction,
preparation)
-
Anxiety (stated earlier)
•
HOTS – higher order thinking skills. ADM, ORM, CFIT
avoidance, SA
References
•
FAA-H-8093-9, Aviation Instructor’s Handbook
•
FAA-H-8083-15, Instrument Flying Handbook
•
14 CFR Parts 1, 61 and 91
•
Aeronautical Information Manual (AIM)
•
AC 61-65, Certification: Pilots, Flight and Ground
Instructors
•
Aviation Supplies and Academics (ASA), Inc.
2012 Certified Flight Instructor Test Prep.
A Last Word…
The military competency CFI/CFII candidate is
expected to know ALL facets of flight instruction
(from prior knowledge). It is up to YOU to get
familiar with all of the other parts of being a
CFI/CFII. This material will only help you with
the written exam, not with actual flight
instruction. There is much more to flight
instruction than what is covered in this lecture.
With that being said, GOOD LUCK!
Get ready for the Military Competency Instructor (CFI/CFII/MEI) exam with valuable insights on FAA regulations, study resources, and testing centers. Prepare efficiently for a successful outcome in your aviation certification journey.
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Presentation Transcript
Military Competency Instructor CFI/CFII, courtesy of AirKirb www.AirKirb.com
What you are here for To take (and pass) the military competency exam for Certified Flight Instructor To have your paperwork checked before you go to your regional FAA Flight Standards District Office (FSDO) To gather insights on where to go from here, in order to get you up and instructing
Chris Kirby CDR, USN (18 years) HH-46D, MH-60S, TH- 57B/C (instructor) (B206), R-22, S-300C Commercial Instrument Multi-Engine Airplane and Rotary, CFII Rotary With Civic Helicopters for over a year
Tips for preparing for the Military Competency Instructor (CFI/CFII/MEI) exam: Get familiar with the 14 CFR (formally FAR) Part 61, Certification: Pilots, Flight Instructors, and Ground Instructors. Know the requirements for private, commercial, CFI and ATP for all aircraft (MCI written doesn t discriminate, even though you will obtain CFI/CFII for the category aircraft you are qualified in) (we ll go over some of these in class today)
Tips for preparing for the Military Competency Instructor (CFI/CFII/MEI) exam (cont d): Read FAA H-8083-9A, the Aviation Instructor s Handbook (PDF available free online, or enclosed with your Welcome to AirKirb e- mail). This does not have a lot about flying in it, but it does contain basic instruction techniques and a lot about the process of learning. A good percentage of the questions on the exam are from this book.
Tips for preparing for the Military Competency Instructor (CFI/CFII/MEI) exam (cont d): I highly recommend Sheppard Air s Military Competency Instructor Test Prep Software (http://www.sheppardair.com/mcs.htm). There are other companies (American Flyers, for example), and I invite you to research them, but I used Sheppard Air, and I know many others who have and have not heard of a failure to date. You will be familiar with the types of questions on the exam after taking the time to review all of the test prep software. If you are unable to get access to the internet, ASA produces the Certified Flight Instructor Test Prep, which is available at most aviation stores (and online, that is, if you have access). The text does have provisions for the Military Competency Exam.
The rubber meets the road When it is time to take the exam, find a testing center by going to http://www.faa.gov/training_testing/testing/ media/test_centers.pdf and find a testing center in your area. There is a fee (typically around $150.00). (There is one here at Civic!) 125 Questions, you are allotted 3 hours to complete.
Success!! After you pass the exam: You will need to find a FAA Flight District Standards Office (FSDO) in your area by going to: http://www.faa.gov/about/office_org/field_of fices/fsdo/.
Now the tricky part Once you have an appointment, you will need the following items for the FAA inspector: Your NATOPS jacket, or military flight record. The FAA 8710-1 application form (completed, as this will speed things up). The original print out from the MCI test, showing your passing score. All log books, complete with endorsements (military and civilian log books).
More for the FAA. Any and all documentation that has the word instructor on it. This is the tricky part - I ll do my best to tell you what to expect with the inspector. Depending on your certification, you might get CFII, or just CFI. This includes: 1. A certificate showing the completion of an instructor ground school 2. A certificate or designation as a flight instructor by your command 3. Something showing you passed a proficiency check in the type of aircraft You might not need all three, as the type of designation may be all-inclusive in the eyes of the inspector. There is no sure way to know.
Oh, theres more! A current medical certificate. It has to be at least a Class III medical (military flight physicals satisfy this requirement per 14 CFR part 67). Your FAA Commercial Pilot s License (not a copy). If you don t have one, then we need to talk about military competency for commercial pilot first. I can help with that as well. Two forms of photo ID (driver s license and military ID).
Final Note on the FSDO Every FSDO is different try contacting them to see EXACTLY what they want before you walk in the door. It is best to be prepared
Lets go over a few things. 14 CFR Part 61: Requirements and responsibilities of a CFI/CFII, to include endorsements 14 CFR Part 91: some things you might not be used to as a military pilot FAR 14 CFR PART 91 Fundamentals of instructing. (If you have not served as an instructor at the VT s or HT s, this will be new to you!)
Misc. Definitions Crewmember person assigned to duty in the aircraft during flight Operational control initiating, conducting, or terminating a flight Stopway decelerate an aborted takeoff V2 Takeoff safety speed, ensures that an airplane can maintain an acceptable climb gradient with the critical engine inoperative
Required Documents A-R-R-O-W A Airworthiness Certificate R Registration certificate R Radio Operator s License (not required US) O Operations Specification W - Weight and balance Approved Airplane and Rotorcraft flight manual if required by 14 CFR 21.5 Every pilot must have pilot s license (or student certificate), medical certificate, and a photo ID
Required Documents Certificate Holder s manual that includes enroute flight, navigation and communication procedures for the dispatch, release and continuance of flight in any item of equipment becomes inoperative or unserviceable (given the equipment is necessary for the route of flight) Cockpit voice recorder on from the start of the use of the checklist (before starting engines) to completion of the checklist at the termination of the flight. Information recorded more than 30 minutes earlier may be erased or destroyed.
Medical Certificates Type Under Age 40 Age 40 and Over First Class 12 Months 6 Months Second Class 12 Months 12 Months Third Class 60 Months 24 Months When a certificate of a higher class expires, it reverts to the lower class for the remaining duration (depending on age). For example, an expired First Class (over 40) reverts to an Second Class for the remaining 6 months, then to a Third Class for the 12 months that remain after that. Each type certificate is valid until the last day of the month it was issued.
Student Pilot Certification Student Pilot Certificate expires at the end of the 24th month in which it was issued for pilots 40 and over; at the end of the 60th month it was issued for pilots under 40. Go see the Doctor!
Solo Endorsements Good for 90 days after endorsed by and authorized flight instructor who has provided instruction in the make and model of aircraft in which the solo is to be made, given that the student is able (competent) to complete the flight. Student must remain within 25 NM of the airport. Flights beyond 25 NM are considered cross country flights with respect to solo flights. Three types of endorsement necessary: - Pre-flight planning and preparation (logbook) - Repeated flights up to 50 NM, given that the instructor has given instruction over the whole route, including landings at the airport(s) to be used (logbook) - Student pilot certificate endorsement Students also have to take a knowledge exam (14 CFR 61 and 91, flight characteristics). The exam must be administered by the instructor endorsing the student for solo flight.
More Endorsements - solo in class B airspace. Flight (in class B airspace) and ground instruction documented in student s log book - Complex aircraft endorsement o Retractable gear o More than 200 horsepower o Flaps and controllable propeller - High altitude endorsement (25,000 MSL), hypoxia - Tail wheel airplane - Type ratings o Greater than 12,500 pounds o Turbojet aircraft o Other aircraft specified by the administrator
Flight Reviews - Required every 24 months in order to act as a pilot in command (PIC) - Consists of a minimum of 1 hour of ground instruction and 1 hour of flight instruction (except for glider pilots) - Must be logged using standard wording from CFR part 61 I certify that (First name, MI, Last name), (pilot certificate), (certificate number), has satisfactorily completed a flight review of section 61.56(a) on (date). /s/ [date] J. J. Jones 987654321CFI Exp. 12-31-05
A Final Note on Endorsements All aeronautical experience used to meet the requirements for a certificate or rating, or recent flight experience requirements, must be recorded.
R-22/R-44 - Every student will need to complete the awareness training per SFAR 73, and have the completion of the training documented in his or her logbook before manipulating the controls of an R-22 or an R-44. - Most of your flight schools use Robinsons, so it is to your benefit to get familiar with them, and start building hours. - A great video for Awareness Training per SFAR 73: https://www.youtube.com/watch?v=RJ8SAnwxD6I
Recreational Pilot (RPL) Certification between Student Pilot and Private pilot. Limitations: - May carry only one passenger - Not for hire (pay the fair share of the rental/gas only!) - 4 or less seats in the aircraft, max 180 HP, fixed gear - Daytime only - No communications with ATC - Must be 17 - Third Class Medical required A recreational pilot with less than 400 hours must log pilot in command (PIC) time within the last 180 days in order to act as a pilot in command of an aircraft (if expired, must fly with a CFI)
Private Pilot (PPL) Requirements: - at least 17 years of age - third class medical certificate - 40 hours of instruction - Powered parachute: 25 hours of flight time, 10 hours of instruction - 3 hours of night instruction, including 10 take-offs and landings and one cross country flight (CCX) over 100NM - 3 hours CCX instruction - 3 hours of instrument instruction - 5 hours CCX solo, each flight greater than 50 NM. - One 150 NM CCX flight, with landings at 3 points 50 NM apart. Favorite question: PPL applicant in Alaska is not required to have night training; instead, a night flying prohibited restriction is placed on the PPL.
Commercial Pilot (CPL) - 18 years old - Third class medical certificate (Second Class required to exercise CPL privileges) - 250 hours flight time; 50 as pilot in command. - Instrument rating (CPL can be issued without one, but the endorsement will have a limitation that states the pilot is unable to carry persons for hire on flights of more than 50 NM or at night) - PPL
Certified Flight Instructor (CFI) Requirements: - Commercial Pilot s License (CPL) - Instructed by a CFI 24 months prior who has at least 200 hours instructing - Need at least 15 hours in category and class to instruct (transition) - Need at least 5 hours in multi-engine or helicopter make and model to instruct Limitations: - No more than 8 hours of instruction in a 24 hour period - ATP 8 hours a day or 36 hours in 7 days
Certified Flight Instructor (CFI) Requirements (renewal, 24 months): - Show flight instructor competency (LOOKUP) - Take an instructor refresher course within 3 months of renewal - Obtain a new CFI rating (transition) Duties: - Sign every log book for every student instructed - Maintain a record of the following for at least 3 years, typically in logbook): oType and date for every student endorsed for solo oType and date certified a student for a written, flight, or practical test NEVER, NEVER endorse a student you have not flown with, or endorse a student for a flight that you have not flown with them!!!
Ground Instructors Basic: provides ground training towards the issuance of a PPL and RPL, and recommend the student to take the knowledge test for PPL and RPL. Advanced: can provide training and a recommendation to take the test for any rating, except an instrument rating. Instrument: can provide training for knowledge test, and ground training for the proficiency check, and provide a recommendation for the student to take the knowledge test.
Testing - Students need proper ID to take the exam - Must take flight test within 24 months of taking the written (or re-take the written ouch!) - Need a current 3rd class medical certificate to take the flight test (not the written) - For the flight test, students need to be endorsed by their instructor within 60 days of taking the check ride. - Re-testing after failure (written or flight) requires an endorsement from and instructor that remedial training has been given 14 CFR 61.37 gives a definition of cheating. Don t do it! The student will be prohibited from testing for one year!
Currency - Night (1 hour after sunset and 1 hour before sunrise); 3 take-offs and 3 landings to a full stop in the same category, class and type (if a type rating is required) within 90 days - Carrying passengers; 3 take-offs and landings as the sole manipulator of the controls in the same category, class and type (if required) within the last 90 days. If the aircraft is a tail-wheel airplane, the requirements must be met in a tail-wheel airplane. - Instrument time; only when the person is FLYING solely by reference of the flight instruments in simulated or actual instrument conditions. (Safety Pilot)
Admin - Change of address submitted to the FAA within 30 days of moving
Flight by Referencing the Instruments - The altimeter is the primary instrument for pitch attitude (pitch control) in straight-and-level flight. The heading indicator (gyroscopic, magnetic) is the primary for bank, supported by the turn coordinator - Entering climb: o attitude indicator primary for pitch control o The heading indicator is the primary bank indicator, supported by the turn coordinator - Level, standard rate turn: o Primary bank with the attitude indicator (entering turn) o Turn coordinator after turn is established Skills for attitude instrument training: - Instrument cross-check - Instrument interpretation - Aircraft control
Fundamentals of instructing. (If you have not served as an instructor at the VT s or HT s, this will be new to you!)
Learning Learningis a change in the student s behavior as a result of experience. Incidental learning while working to learn one thing, another is learned Perceptions a person gives meaning to a sensation being experienced through one or more of the five senses Insights the grouping of perceptions into meaningful wholes Motivationis the most important force in governing the student s progress and ability to learn. Principles of Learning - - - - - - Readiness Exercise Primacy (the first time) Effect (emotional reaction) Intensity (or the real thing) Recency
Learning Levels of learning - Rote - Understanding - Application - Correlation Domains of Learning - Cognitive (knowledge) - Affective (attitudes, beliefs, values) - Psychomotor (physical skills) Taxonomy the listing of the hierarchy of objectives Building block method of instruction each task builds into the task after it. The most acceptable way of forming correct habits.
Memory Forgetting - Fading (lack of use) - Interference (overshadowing or blocking out) - Repression and/or suppression Ways to solidify learning and aid memory recall - Praise - Association - Favorable attitudes - Learning with all of the senses - Meaningful repetition
Memory The Learning Plateau , Fatigue a leveling off of progress. Students may find this perceived cessation of progress discouraging. Increased repetition may not help; in fact, it might even prove harmful. Take fatigue into consideration, and watch the student for signs of tiring. Continued instruction while the student is tired will not be productive. Memory - Short term - Long term (for future use) - All inputs from the environment pass through the sensory register and is processed according to the individual s preconceived perceptions of the event
Behavior Five levels of human needs (from most basic to complex, each level must be satisfied before the next). These needs must be met for learning to be effective: - Physical - Safety - Social - Egoist (self-esteem, reputation) - Self-fulfillment (creativity, realizing potential) Defense Mechanisms in dealing with failure - Repression - Denial - Compensation - Projection - Rationalization - Reaction formation (opposite belief) - Fantasy (day dreaming) - Displacement (substitution)
Keep them learning! - Motivation - Information - Approach as unique individual - Give credit and praise - Constructive criticism - Consistency - Admit your own errors (never try to B.S. a student!)
Communication Effective communication is measured by the similarity between what was transmitted and what was received (think the game at the dinner table where a sentence is spoken and passed around). Instructors should instruct from a broad range of accurate, up-to-date material. Barriers to Communication - Lack of common experience (nothing in common) - Confusion between the symbol, or medium used to transmit the idea, and the thing being symbolized or the idea being transmitted - Overuse of abstractions. Killing it with metaphors.
The Teaching Process and Methods - Preparation (lesson plan) - Presentation - Application - Review and evaluation - Lecture method (most economical in terms of time) o Establish the objective or the desired outcome o Research the subject o Organize the Material o Plan productive classroom activities - Guided discussion, Types of questions: oOverhead oRhetorical oDirect oReverse (answer a question with a question) oRelay (or re-direct)
The Teaching Process and Methods - Demonstration/performance method o Explanation o Demonstration o Student performance o Instructor supervision o Evaluation Group learning is the strategy by which students are organized into small groups so that they can work together to maximize their own and each other s learning potential.
Planning and Organizing the Lesson - Introduction - Development - Conclusion Develop standards and objectives, then organize subject areas into blocks of learning . Next, develop a syllabus based on the blocks of learning in the most efficient order. Later on, the instructor may determine that the order of the blocks of learning does not fit into his/her particular instructing style, and that is ok. Organizing material into blocks of learning allows the student to master segments of the overall performance requirements individually and combine them with other related segments. Each lesson should include the objective, content, and completion standards for the block of learning.
Planning and Organizing the Lesson Lesson Plan: the blueprint for every ground and flight lesson. A lesson plan should: - Use relevant material - Give due consideration for each part of the lesson - Aid the instructor in presenting the material in a suitable sequence - Provide an outline for teaching (no need to spell it all out) - Relate the objectives to the training - Build confidence for the inexperienced CFI - Promote uniformity of instruction The main concern in developing the lesson plan is the student!
Planning and Organizing the Lesson Performance-based objectives: description of the skill or behavior, conditions and criteria. If a lesson is skipped, try to move on to a lesson that does not require the skills or knowledge covered in the skipped lesson. Example lesson plan:
Critiquing Can be written, oral or both, and should come immediately after the student s performance. Tenants of an effective critique: - Objective - Flexible - Acceptable - Comprehensive - Constructive - Well organized - Thoughtful - Specific In order for a student to accept the instructor s critique, they must first accept the instructor.
Evaluation Oral questioning two types - Fact questions based on memory or recall - Thought questions require the student to combine ideas and/or concepts All questions should be clear, brief and concise. Oral questioning can highlight areas that need more work or emphasis. Written tests two types - Supply-type good for measuring general understanding - Selection type very objective in that they are all scored the same. Easy to compare students this way o True-false tests are a type of selection tests, but they are known to promote guessing. o Multiple choice tests, some difficulties: Stem must be clear and unambiguous Answer must be infallible Must have plausible distractors
Evaluation FAA practical tests are criterion-referenced, standards-based tests. You can use the test standards to aid in instruction and testing. Criterion-referenced tests include performance-based objectives.
Aids to Instruction Guidelines for use - Establish the lesson objective before introducing instructional aids - Gather data/do your research! - Organize the material logically, and make sure all key points are included - Choose the aids last, after the objective is established, the research is done, and the material is organized Instructional aids should not be used as a crutch for the instructor (or to make up for poor instructing technique)!
