How To Use The Student Record Folder

Transcription

1 How To Use The Student Record Folder As a pilot school certificate holder, you must maintain a current and accurate record for each student enrolled in any approved training course conducted by your school. This record folder helps you to meet the record-keeping requirements of 14 CFR (FAR) You can continue using this folder as a student progresses through additional training; for example, after the student completes the private pilot course, you can archive those training records and replace the course content with the content of the instrument course. The following sections explain how to organize student records behind each tab (or section) in this binder, and how to use this folder to manage student records. Student Information Tab On the front of this tab, enter general student information, plus summary information required by FAR (a)(1) and (3). Behind the Student Information tab, place copies of any required school enrollment documentation, Immigration and Naturalization Service documents, and Transportation Security Administration compliance documents. Certificates and Endorsements Tab Use the front of this tab as a summary and single point of information for required student signoffs related to the training syllabus within this record folder. Behind the Certificates and Endorsements tab, place copies of any required endorsements that are not included on the front of the tab, along with enrollment and graduation certificates and copies of medical and pilot certificates. Safety Procedures Tab Behind this tab, place any school safety procedures and standard operating procedures or guidelines that students are required to follow while conducting training for a certificate or rating. Training Course Outline Tab Behind this tab, place a copy of the training course outline for the course of training in which the student is enrolled. In addition to the outline for the Jeppesen syllabus, include any activities and procedures that are unique to your school. Each course contains ground and flight lessons interleaved into a sequence that promotes building-block learning. If needed, you may instead choose to present the ground syllabus as a separate course. Ground Syllabus Tab This tab contains the syllabus for the ground-training portion of the course, which is typically presented online in three stages through the Jeppesen Learning Center. The pages following the tab contain outlines of the ground lessons that make up the ground training course. In some courses, similar lessons are grouped into modules. Use the table on the front of the Ground Syllabus tab to record the date of student completion and the time spent on each module or lesson. The exams are also recorded here; the instructor who administers the exam records the final grade and signs the tab in the space provided. Flight Syllabus Tab This tab contains the syllabus for the flight training portion of the course, which is typically carried out in three stages of flight lessons with stage checks. Use the table on the front of the tab to record the date of student completion of each lesson and the total flight time for each lesson. Note The student might need more than one flight to complete a lesson. Use the back of the Flight Syllabus tab to log the student s flights chronologically. Fill in the appropriate columns to document the student s flight operations as required by FAR (a)(2). The pages that follow contain the flight lesson outlines. Remove each lesson outline from the binder, take it into the aircraft, and record your student s outcome for each task completed during the lesson. At the completion of the lesson, return the lesson pages to this record folder. Note For help with conducting scenario-based training, locate the sample scenarios for selected courses in the Jeppesen Instructor Guides.

2 Repeat Lesson Sheets If the desired outcomes in a lesson are not met, use one of the yellow Repeat Lesson sheets to document subsequent flights to complete the lesson. These sheets must be kept as part of this record folder. For each lesson that requires additional flights, record the lesson number, the objective, and the unsatisfactory tasks that require additional practice. Fill in the desired outcome for each task, the actual outcome, and the completion standards that must be met for the lesson to be considered complete. Upon completion of a repeat flight, file the Repeat Lesson sheet behind the original flight lesson. Course Elements The Jeppesen pilot course contains separate ground and flight segments. You may combine the ground and flight segments of the course or divide the course into separate components. The syllabus and support materials act as a map that helps you guide your students through the course in a logical sequence. Refer to the Time Allocation Table behind the Training Course Outline tab to learn how the ground, flight, and other lessons are presented in a building block sequence. Ground Training Ground school training is an integral component of the Part 141 pilot certification course. If your school environment permits, presenting the ground and flight lessons in the sequence shown in the Time Allocation Table is the most effective method of course delivery. This sequence helps students gain pertinent academic knowledge immediately before applying it during flight training. However, the combined ground and flight training might not be practical at universities, colleges, and other pilot schools. If ground training must be conducted as a separate course, then it is best to schedule it to begin before the first flight lesson, and stay about one stage ahead of the flight training. Students typically complete the lessons in numerical order as listed in the Ground syllabus. However, to accommodate individual student needs, your chief instructor may approve changes to lessons as long as the course continuity is maintained and all objectives are covered. Ground Lessons The pages behind the Ground Syllabus tab contain outlines for the ground lessons in your course. Each ground lesson outline contains the following components: Lesson Objective A concise statement of what the student must accomplish in this lesson. Lesson References These elements guide your students to textbook sources on which this lesson is based. Completion Standards How you know that this lesson is complete. Content The topics completed online in the Jeppesen Learning Center to complete this lesson. Each ground lesson includes the content, a practice opportunity for most lesson topics, and an exam. The lessons concisely explain the core objectives in a logical building-block sequence. Students can also explore supplemental information in pop-up windows such as Discovery boxes, Human Factors Elements, More Info, and Technical Perspectives. And throughout the lesson, students can read focused explanations of FAA knowledge test questions in FAA question pop-up windows. Most Jeppesen pilot-training courses are based on a Jeppesen textbook, a comprehensive reference that your students can obtain either as an e-book or a bound textbook. Students can use the Jeppesen FAR/AIM manual or e-book as a reference for studying regulations and air traffic procedures. Refer to the Lesson References in each ground lesson outline for resources specific to the lesson. Additional Lessons The Jeppesen course can include additional lessons to enhance student knowledge related to gaining a skill. For example, the Private Pilot course contains online maneuvers lessons that

3 provide step-by-step procedural descriptions of each maneuver that students are required to perform in the airplane. Normally, these additional lessons are not required by the basic Part 141 pilot certification course. Check the Lesson Time Allocation Table to determine whether the time for these lessons is included in the required ground-training time. Stage Exams The ground training course includes an online lesson devoted to each stage exam. These exams evaluate student understanding of the knowledge areas within a stage, and they must be proctored by an instructor. Even when the student takes a stage exam online, the school must arrange to have an instructor present when the stage exam is administered. Before students can progress to the next stage, they must successfully complete each stage exam and review each incorrect response with their instructor. End-of-Course Exam When all ground lessons are complete, the student then takes the End-of-Course Exam. As with the stage exams, the End-of-Course Exam must be proctored by an instructor. Following the exam, the instructor assigns each student appropriate subject areas for review. After thoroughly reviewing the exam, it is recommended that the student take the appropriate FAA airman knowledge test as soon as possible. Scheduling FAA Knowledge Tests Part 141 schools typically have onsite testing centers that students use for taking their FAA knowledge tests. The onsite testing centers are normally affiliated with one of the following test providers: Computer Assisted Testing Service (CATS) or (650) PSI/LaserGrade Computer Testing or (360) Students studying under Part 61 should schedule their knowledge test directly with these test providers. Flight Training The flight training syllabus is a scenario-based approach to training pilots that emphasizes the development of critical thinking and decision-making skills. A variety of techniques enable students to take a more active role during training planning flights that incorporate scenarios, making and implementing decisions, and measuring their own performance using learner-centered grading. You can review more information about how Jeppesen implements scenario-based training at the end of this section. Most of the Jeppesen pilot training courses consist of three stages, each of which provides an important segment of the training. Each stage builds on previous learning; therefore, they should be completed in sequence. However, to accommodate individual student needs, your chief instructor may approve changes to lessons, as long as the course continuity is maintained and all objectives are covered. Flight Lessons Tip Remove one of the flight lessons from the binder and use it for reference as you read this section. Flight lessons normally include the following sections and mission tables: Objectives These are the goals, or high-level objectives, for the lesson. Prior to the flight, the student and instructor review the objectives and the completion standards for the lesson.

4 Preflight Briefing Before each flight, the student leads the preflight briefing discussion of the tasks listed in the Preflight Briefing mission table [Figure 1]. Introduce tasks Special emphasis items tasks Figure 1. Example of a Preflight Briefing Table An important part of a student s ADM skills development occurs during this part of the lesson. Student ADM skill is expected to increase as the student progresses through the course. Introduce/ / Evaluate This mission table contains the core tasks of the lesson. [Figure 2] Preflight Preparation Introduce Cross-Country Flight Planning Navigation Introduce Introduce Introduce Introduce Pilotage and Dead Reckoning Navigation Systems and Radar Services Diversion Lost Procedures Preflight Preparation Weather Information National Airspace System Takeoffs, Landings, and Go-Arounds Soft-Field Takeoff and Climb Soft-Field Approach and Landing Short-Field Takeoff & Maximum Performance Climb Short-Field Approach and Landing Figure 2. Example of a Introduce, or Evaluate Table Each flight begins with the tasks labeled Introduce; the scenario should be based on these tasks. s from previous lessons, which are labeled as in the table, are reviewed as needed. If the lesson is a stage check, the tasks are labeled Evaluate. The student and instructor evaluate student performance using the Desired Level columns of the table. The student and instructor agree on an outcome level for each task (D, E, Pr, Pe, NO)*. The student and instructor also evaluate the Aeronautical Decision Making (ADM) skills that are associated with individual tasks. The student ADM skill should be at the Manage/ Decide level prior to completing the course. *The meaning of the outcome levels is explained later in this section.

5 Completion Standards These standards are statements of what must be accomplished for the lesson to be considered complete. Normally, the lesson is complete when the desired outcomes for every task in the lesson are met. Postflight Briefing After each flight, the student leads the postflight briefing discussion of the tasks listed in the Postflight Briefing mission table. [Figure 3] Introduce tasks Special emphasis items tasks Discuss remedial activities if minimum standards are not met Figure 3. Example of a Postflight Briefing Table The student and instructor evaluate student performance, discuss their respective findings, and agree on an outcome (E, P, M)*. If the student is not advancing as expected regarding ADM skills, the instructor coaches the student in areas that need improvement. *The meaning of the outcome levels is explained later in this section. Actual Time for this Lesson Record the time here and on the back of the Flight Syllabus tab. Student Total Time to Date Record the time here and on the back of the Flight Syllabus tab. Study Assignment To prepare for the next flight lesson, the student must review the course materials that are listed in the study assignment. Reference materials typically include the ground lessons that are most closely associated with the tasks and maneuvers that are introduced in the flight lesson. Flight Simulation Device or Flight Training Device If your pilot school has a flight simulation device, flight training device (FTD), or aviation training device (ATD), you might be able to use it to meet some of the required hours of training. The credit varies, depending on the course that the student is enrolled in. If you plan to use a simulator, FTD, or ATD, be sure to include this information in your training course outline. Student Stage Checks Stage checks evaluate the student s accomplishments during each stage of training. Conducting stage checks is the responsibility of the chief instructor. However, the chief instructor may delegate authority for conducting stage and end-of-course checks to the assistant chief instructor or the designated check instructor. This procedure provides close supervision of training and can provide another perspective on a student s progress. The stage check also enables the chief instructor to evaluate the effectiveness of the instructors. To ensure that a student has mastered the skills needed to progress to the next building block of training, the student must successfully complete the stage check before moving on to the next stage. Pilot Briefings The syllabus might include pilot briefings, depending on the special needs of that course. Refer to the flight syllabus or time allocation table. Pilot briefing material is located in the instructor guide for a course. Each briefing consists of a series of questions on the subject associated with the briefing. Answers, when appropriate, are included. Students are given the questions (not the answers) before the briefing so that they can research the material and gain the most benefit from the briefing.

6 Instructors conduct the briefings as private tutoring sessions in a comfortable classroom or office and provide ample time to discuss every question to ensure that the student understands the key points. Ideally, instructors conduct the briefings during the preflight orientation for the associated flight. Part 61 Training The syllabus is designed to meet all the requirements of 14 CFR Part 141 for the course in which the student is enrolled. The syllabus also can be adapted to meet the aeronautical knowledge, proficiency, and aeronautical experience requirements of 14 CFR Part 61. When using the syllabus for Part 61 training, you must ensure that the total flight and ground training requirements for that certificate, as well as the aeronautical experience requirements, are met under Part 61. Credit for Previous Training According to 14 CFR , when a student transfers from one FAA-approved school to another approved school, hours of training obtained in the previous school s approved course may be applied to satisfy up to 50 percent of the curriculum requirements of the receiving school. The receiving school determines the amount of credit to be allowed based on a proficiency test, knowledge test, or both. A student who transfers from a non-part 141 flight school may receive credit for up to 25 percent of the curriculum requirements for knowledge and experience, and must also be tested by the receiving school. In addition, the previous provider of the training must certify the amount and kind of training given, including the result of each stage check and end-of-course test, if applicable. Place copies of these records (if applicable) behind the Student Information tab.

7 How to Evaluate Student Performance Using the Desired Levels Tip Remove one of the flight lessons from the binder and use it for reference as you read this section. This pilot course incorporates the latest FAA recommendations and industry practices related to learner-centered grading and scenario-based training. (You can read more about how Jeppesen implements these concepts later in this section). Your students are graded using desired outcome levels. You use two grading scales for two types of desired outcome levels: Aeronautical Decision Making (ADM) For evaluating the student s ability to make sensible decisions, manage risk, learn from their mistakes, and effectively self-evaluate their performance during the lesson. Maneuvers and Procedures For evaluating technical competency and academic knowledge of tasks. Each flight lesson includes tables where instructors record student outcomes and compare them to desired outcomes. These tables serve as checklists to ensure that the student has met the completion standards for a lesson. The following tables explain the grading scales for the two types of desired outcome levels. Use the ADM desired outcomes levels [Figure 4] to complete the Preflight Briefing, Introduce and, Aeronautical Decision Making, and Postflight Briefing tables of the flight lessons. Also, circle these grades in the ADM columns of Introduce/ tables to indicate how well the student made effective decisions and managed risk during the performance of the task. Desired Levels Aeronautical Decision Making (ADM) Level Requirements and Considerations Explain (E) The student correctly identifies the mission and scenario risks, but requires instructor assistance to apply concepts for managing risk and making effective decisions. Practice (P) Manage/Decide (M) The instructor prompts the student to identify risks and make effective decisions. The student uses risk management, SRM, and the ADM process to make and implement effective decisions regarding the mission and scenario tasks with minimal instructor assistance. The instructor provides coaching to assist the student in correcting instructor-identified errors. The student uses risk management, SRM, and the ADM process to identify possible courses of action, and then make and implement effective decisions regarding the mission and scenario tasks without instructor assistance. Figure 4. ADM desired outcome levels The instructor does not need to provide assistance to ensure safe completion of the flight. Before conducting solo flight, the student must meet the Manage/ Decide desired outcome level for the tasks to be accomplished during the solo lesson.

8 Use the Maneuvers and Procedures desired outcomes [Figure 5] to complete the Introduce/ table (other than the ADM columns) in each flight lesson. Desired Levels Maneuvers and Procedures Level Requirements and Considerations Describe (D) Explain (E) Practice (Pr) Perform (Pe) Not Observed (NO) Comparable to the Rote level of learning The student demonstrates understanding of the physical characteristics and cognitive elements of the mission and scenario tasks. The instructor provides significant assistance to ensure the successful completion of the task. Although it is not used as a desired outcome for the mission and scenario tasks, a column is provided in the Mission tables for recording this outcome level if the student does not achieve the Explain level. Comparable to the Understanding level of learning. The student demonstrates understanding of the underlying concepts and principles of the mission and scenario tasks and the correct methods to perform these tasks. The instructor provides assistance to successfully complete the task. This desired outcome is used when the task is introduced. Comparable to the Application level of learning. The student successfully plans and completes the mission and scenario tasks with minimal guidance from the instructor. The instructor provides coaching to assist the student in correcting instructor-identified errors. This desired outcome is used when a task is reviewed in a lesson that occurs after the task was introduced. standards change to meet the Practice outcome based on the completion standards for the lesson. Comparable to the Correlation level of learning The student demonstrates proficiency in performing the mission and scenario tasks without instructor assistance. At no time is the successful completion of the task in doubt. The student identifies and corrects errors without instructor assistance. This desired outcome is used to signify that the student completes the mission and scenario tasks to the standards outlined in the current Private Pilot Practical Test Standards (PTS). The task was not attempted or required during the lesson. Figure 5. Maneuvers and procedures desired outcome levels

9 Elements of SRM The practical test standards explicitly require students to demonstrate effective single-pilot resource management (SRM), which is an adaptation of crew resource management (CRM) principles to the single-pilot cockpit. Although the SRM skills as listed in the PTS overlap each other significantly, the concepts encompassed by SRM can generally be classified into six skills as follows: 1. Aeronautical Decision Making (ADM) A. Decision making process (2 models) (i) DECIDE model (a) Detect the problem. (b) Estimate the need to react. (c) Choose a course of action. (d) Identify solutions. (e) Do the necessary actions. (f) Evaluate the effect of the actions. (ii) 3Ps (a) Perceive (b) Process (c) Perform B. Pilot-in-command responsibility C. Hazardous attitudes D. Stress management 2. Risk Management (RM) Risk elements (2 classifications) A. PAVE (i) Pilot (a) I M SAFE (b) Personal minimums (ii) Aircraft (iii) Environment (iv) External pressures B. 5Ps (i) Plan (ii) Plane (iii) Pilot (a) I M SAFE (b) Personal minimums (iv) Passengers (v) Programming

10 3. Management (TM) A. Planning and prioritization B. Timing of completion of tasks C. Resource use (i) Internal (a) Checklists (b) Flow patterns (ii) External 4. Situational Awareness (SA) A. Regular evaluation of the 5Ps. B. Use of standard operating procedures (SOPs) C. Workload management (i) Managing distractions (ii) Avoiding fixation D. Communications (i) Sterile cockpit (ii) Crew coordination (iii) Radio procedures 5. Controlled Flight Into Terrain (CFIT) Awareness A. Flight planning using current charts B. Analysis of terrain and obstacle hazards along intended route C. Understanding and interpreting terrain displays D. Planning of departures to avoid terrain E. Adjusting route to avoid terrain F. Consideration of terrain during diversions G. Aircraft performance limitations and CFIT risk 6. Automation Management A. Skillful operation of autopilot and FMS under normal conditions B. Recognition of operating modes and mode changes C. Anticipation of next operating mode D. Recognition and correction of unanticipated mode changes E. Automation Levels. Reduction of automation use, including hand-flying. (i) After an unexpected mode change (ii) After a change in flight plan or clearance F. Maintaining hand-flying skills The considerations that are listed in the SRM element of each flight lesson are normally classified into the six SRM areas according to these guidelines.

11 Implementing Scenario-Based Training Flight lessons have evolved from task-based training (which focused on separate maneuvers and procedures) to scenario-based training, which recognizes that each flight is a combination of many tasks and decisions. The scenario-based curriculum incorporates concepts such as risk management, single-pilot resource management (SRM), and the Aeronautical Decision Making (ADM) process into every lesson. Professional flight instructors skillfully incorporated scenarios into their training long before the FAA formalized the concept. However, because the FAA practical test standards now specifically evaluate SRM and ADM, Jeppesen pilot courses include specific guidance for teaching these mental skills. s designated for each flight lesson are scripted into scenarios that enable students to: Relate learning individual training maneuvers to arriving at a destination safely. Practice risk assessment, SRM, and ADM process during each flight lesson. Understand that problems can have multiple solutions. Make and implement decisions and observe the impact of their actions. Consider what if problems that provide opportunities to make decisions in a wide variety of flight situations. Measure success by their ability to make and implement effective decisions. Recognize that effective decisions sometimes require them to pursue a different plan or overturn a previous decision. Recognize and interrupt a chain of missed opportunities and increasing risk. Understand that their options narrow as the flight progresses. Although it is not always possible to design a scenario for every flight lesson that consists purely of skills practice, a realistic scenario should be incorporated into any flight lesson for which it makes sense. Many of the Jeppesen courses include sample scenarios in the online flight lessons, which you can use or modify to create your own scenarios. Learner-Centered Grading Learner-centered grading and scenario-based training together are a powerful combination for developing effective decision-making skills. Learner-centered grading includes two parts student self-assessment and a detailed debriefing by the instructor. The purpose of the self-assessment is to stimulate growth in students thought processes and enhance their ability to plan and conduct tasks in the context of a scenario during flight lessons. After each flight, the student and instructor independently evaluate the tasks performed and the decisions made during the flight. Then, the instructor and student compare evaluations and, if appropriate, discuss alternate methods, solutions, and techniques that the student could have used to produce a more favorable outcome to the lesson. Learner-centered grading provides an additional opportunity for students to practice solving problems, making decisions, and evaluating the quality of those decisions.

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13 Syllabus

14 Jeppesen is a registered trademark of Jeppesen Sanderson, Inc. All other trademarks,registered trademarks, product names, and company names or logos mentioned herein are the property of their respective owners. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher Jeppesen 55 Inverness Drive East Englewood, CO Web site: Captain@jeppesen.com Copyright Jeppesen All Rights Reserved. Published 2013

15 Record of Major Changes Date December 2011 August 2013 Description Original Updated ground and flight lessons to harmonize with Jeppesen FliteTraining guides and to reflect changes to the Jeppesen online commercial course. Edited introductory content for clarity.

16 Preface This syllabus meets the requirements of 14 CFR Part 141, Appendix D for preparing your students for a Commercial Pilot certificate. You can also use it to prepare a commercial pilot applicant under 14 CFR Part 61, Subpart F, if you ensure that all the Part 61 minimum time requirements are met. The syllabus is an abstract, or digest, of the course of training. Instructors must also refer to the pertinent sections of the regulations and practical test standards when conducting the course. Doing so ensures that all aeronautical knowledge areas, flight proficiency, and experience requirements have been included during flight training and are documented in appropriate records. The terminology for maneuvers and procedures listed in the syllabus is aligned with the tasks that are published in the FAA Commercial Pilot Practical Test Standards. The syllabus has separate ground- and flight-training courses, which should be taught concurrently if possible. The ground training syllabus is divided into three stages and contains a total of 18 single-engine ground lessons with an option of three additional multi-engine ground lessons. The ground lessons include three stage exams and an end-of-course exam. The flight training syllabus also is divided into three stages and contains a total of 50 flight lessons for the Single- Engine course or 51 flight lessons for the Multi-Engine course. The flight lessons include three stage checks. The Stage III check also serves as the end-of-course flight check. The course also contains eight maneuvers lessons, which account for 6.5 hours of the required ground training time. Students should complete the maneuvers lessons online in the sequence shown in the Detailed Course Time Allocation tables. A stage check occurs at the end of each stage of flight training, and a stage exam occurs at the end of each stage of ground training. The end-of-course exam and the end-of-course flight check are completed at the end of Stage III of the ground and flight courses. The applicant must complete, or receive credit for, all of the ground and flight lessons in the Commercial Pilot Syllabus. is enrolled in the Commercial Pilot Course (Student s name)

17 Table of Contents Ground Training... ii Use of Aviation Training Devices... ii Flight Training... ii Special Emphasis Areas... ii Use of Flight Simulation Training Devices (FSTD)...iii Part 61 Training...iii Credit for Previous Training...iii Curriculum Overview... iv Training Time Allocation... iv Single-Engine Training Time... v Multi-Engine Training Time... v Detailed Course Time Allocation Tables... vi

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19 Commercial Pilot Certification Course Note For general information about how to use the documents in this record folder, please refer to the information at the beginning of this binder. The Commercial Pilot Certification Course contains ground and flight syllabi that can be conducted concurrently or as separate courses. The Time Allocation tables (Tables 6-9 later in this section) provide a logical sequence for the ground and flight lessons when the courses are presented concurrently. Ground Training Tip Remove the Commercial Pilot Time Allocation tables, which begin on page vi from the binder and refer to them as you read this section. The Commercial Pilot ground-training syllabus contains three stages. As indicated in the Time Allocation tables, the ground-training stages coincide with the flight stages. Ground Lessons Outlines for all Commercial Pilot ground lessons are filed behind the Ground Syllabus tab. Each lesson outline contains a Lesson Objective and Completion Standards. The Lesson References portion guides students and instructors to the appropriate sections of the Jeppesen Instrument/ Commercial textbook or ebook. For some lessons, the FAR/AIM manual or ebook is the lesson reference. The Content section lists the topics that students complete online when taking this lesson in the Jeppesen Learning Center. Stage Exams Three stage exams evaluate student understanding of the knowledge areas within a stage. The time for the stage exams is counted in the ground-training time for the Commercial Pilot Course. Even when students take these exams online, the exams need to be proctored by an instructor. Therefore, the instructor and student must make arrangements to ensure that an instructor is present when the stage exam is administered. Successful completion of each stage exam and a review of each incorrect response are required before the student can progress to the next stage. End-of-Course Exam When all ground lessons are complete, the student then takes the End-of-Course Exam. As with the stage exams, the End-of-Course Exam must be proctored by an instructor. Following the exam, the instructor assigns each student appropriate subject areas for review. After a thorough review, the student should take the FAA Commercial Pilot airman knowledge test as soon as possible. Use of Aviation Training Devices Aviation training devices (ATDs) may not be used for any of the required flight training in the Commercial Pilot course. However, an ATD is an excellent classroom training tool that can assist an instructor in achieving specific instructional objectives. With an ATD, you can introduce many of the procedural aspects of flight training in a ground-training phase. If it is properly integrated into the ground-training program, the ATD enhances navigation systems knowledge and procedural understanding by applicants before they practice procedures in the airplane. The use of an ATD is at the discretion of the school, and should be flexible in an Commercial Pilot ground-training course. Depending on the capabilities of your school s ATD, it might be an appropriate teaching aid for the following ground lessons: GL 3 The Flight Environment GL 4 Navigation i

20 Flight Training The Commercial Pilot flight-training syllabus, like the ground-training syllabus, contains three stages. Each stage builds on previous learning; therefore, the stages should be completed in sequence. Stage I provides the flight instructor the opportunity to evaluate the commercial pilot candidate so that all the lessons can emphasize basic commercial maneuvers and cross country operations in identified areas of improvement. The student will become proficient in these areas in addition to making the correlation of flying skills with the FAA Special Emphasis Areas. Stage I is complete when the student demonstrates proficiency in all lesson tasks and special emphasis areas associated with basic commercial maneuvers and cross-country operations. The student will recognize, understand and manage aircraft systems and equipment including malfunctions, demonstrate safe airport operations and exercise sound decision making skills. Stage II introduces advanced commercial maneuvers required by the FAA practical Test Standards. The student will gain proficiency in advanced commercial maneuvers as well as review instrument flying techniques and exercise effective aeronautical decision-making skills required to act as pilot in command. Stage II is complete when the student demonstrates the ability to precisely control the airplane to Commercial Pilot Practical Test Standards, demonstrates basic instrument competency, effectively manages system and equipment failures, demonstrates safe and efficient airport operations and exercises sound decision making skills. Stage III emphasizes solo night and extended day cross-country flight, complex airplane systems, and complex commercial maneuvers. The student will become proficient in these areas in addition to correlating flying skills with the FAA Special Emphasis Areas. Stage III is complete when the student demonstrates proficiency in all lesson tasks and special emphasis areas associated with solo night and an extended cross-country flight. The student will recognize, understand, and manage complex aircraft systems and perform complex commercial maneuvers while exercising sound decision-making skills. If the student is taking this course with the multiengine option, the complex airplane operations will be performed in a multi-engine airplane, and the solo flights may be conducted with an instructor but with the student performing all the duties of pilot in command. The student will recognize, understand, and manage multi-engine aircraft systems, exercising sound decision-making skills, during both normal and emergency operations. Special Emphasis Areas The following special emphasis areas might not be specifically addressed in each lesson or task, but they are essential to flight safety and will be evaluated throughout the entire course. 1. Positive aircraft control 2. Positive exchange of the flight controls procedure 3. Stall/spin awareness 4. Collision avoidance 5. Wake turbulence avoidance 6. LAHSO 7. Runway incursion avoidance 8. CFIT 9. ADM and risk management 10. Wire strike avoidance 11. Checklist usage 12. Temporary flight restrictions (TFRs) 13. Special use airspace (SUA) 14. Aviation security 15. Single-Pilot Resource Management (SRM) ii

21 Use of Flight Simulation Training Devices (FSTD) Flight simulators and flight training devices (FTDs) may be used for some of the commercial flight training time that is required under 14 CFR Part 141, Appendix D. A flight simulator is distinguished from an FTD by the simulator s motion cueing system. A simulator may be used for up to 30 percent of the required training time. An FTD may be used for up to 20 percent of the required training time. A combination of simulators and FTDs may be used; however, the total time in these devices may not exceed 30 percent of the required commercial flight training time. Part 61 Training The Commercial Syllabus is designed to meet all the requirements of 14 CFR Part 141, Appendix D; it can also be adapted to meet the aeronautical knowledge, proficiency, and experience (airplane, single-engine) requirements of 14 CFR Part 61. Table 1 shows minimum training times under Part 141 compared to Part 61. Requirement 14 CFR Part 141 Appendix D 14 CFR 61 Subpart F Ground training 35 hours Not specified Total pilot time Not specified 250 hours Total cross-country flight time Not specified 50 hours Total commercial flight training (dual and solo) 120 hours Not specified Dual flight training for Commercial certificate 55 hours 20 hours Instrument training 10 hours 10 hours Complex or multi-engine airplane training (dual) 10 hours 10 hours Day cross-country (dual) 2 hours 2 hours Night cross-country (dual) 2 hours 2 hours Practical test preparation 3 hours 3 hours Table 1. Part 141 and Part 61 Minimum Training Times Adapting this syllabus to Part 61 training requires that the applicant will meet the minimum times for Part 61 after completing the course. The ground-training requirements under Part 61 specify that an applicant for a knowledge test be required to have a logbook endorsement from an authorized instructor who conducted the training or reviewed the applicant s home study course. The endorsement must indicate satisfactory completion of the ground instruction or home study course required for the certificate or rating sought. A home study course for the purposes of Part 61 is a course of study in the aeronautical knowledge areas specified in 14 CFR (b), and organized by a pilot school, publisher, flight or ground instructor, or by the student. The Jeppesen Commercial Pilot course easily satisfies this requirement. As a practical consideration, students seeking pilot certification under Part 61 should receive some formal ground training, either in the classroom or from an authorized flight or ground instructor. Credit for Previous Training According to 14 CFR , when a student transfers from one FAA-approved school to another approved school, course credits obtained in the previous course of training may be credited for up to 50 percent of the curriculum requirements by the receiving school. However, the receiving school must determine the amount of credit to be allowed based upon a proficiency test or knowledge test, or both, conducted by the receiving school. A student who enrolls in a course of training may receive credit for 25 percent of the curriculum requirements for knowledge and experience gained in a non-part 141 flight school, and the credit must be based upon a proficiency test, a knowledge test, or both, and be conducted by the receiving school. The iii

22 amount of credit for previous training allowed, whether received from an FAA-approved school or from another source, is determined by the receiving school. In addition, the previous provider of the training must certify the kind and amount of training given, and the result of each stage check and end-of-course test, if applicable. Curriculum Overview Completion of this course is based solely upon compliance with the minimum requirements of Part 141. The accompanying tables with times shown in hours are provided mainly for guidance in achieving regulatory compliance. Course Objective The student will acquire the knowledge, skill, and aeronautical experience necessary to meet the requirements for a commercial pilot certificate. Graduation Requirements The student must meet the Commercial Pilot Certification Course requirements specified in FAR Part 141, Appendix D, to be eligible for graduation. Course Enrollment Prerequisites To enroll in the flight portion of the Commercial Pilot Course, the student must be able to read, speak, write, and understand the English language; hold a private pilot certificate, and hold at least a third-class medical certificate. In addition, the student must hold an instrument rating in the aircraft that is appropriate for the applicable course (single-engine or multi-engine), or be concurrently enrolled in an instrument rating course and pass the required instrument rating practical test before completing the commercial pilot certification course. Course Completion Standards The student must demonstrate through knowledge tests, flight tests, and the appropriate records that he/she meets the knowledge, skill, and experience requirements necessary to obtain a commercial pilot certificate. Training Time Allocation The training times in this course are summarized in the following tables and shown in detail for each stage on the following pages. The course has two paths of training available; either a single-engine certification or multi-engine certification. The single-engine time guidelines are provided in Tables 2 and 3 and the multi-engine certification time guidelines are provided in Tables 4 and 5. Meeting these minimum training times ensures that the student has enough training experience to satisfy the requirements of 14 CFR Part 141, Appendix D. The total ground training time includes lessons from the online commercial course as well as exams. Pilot briefings and exam debriefings may also be logged as ground training time. The total flight training time is based on the recommendations of each individual flight lesson within each stage. These times may vary as long as the minimum course requirements are met. iv

23 Single-Engine Training Time Ground Training Commercial Pilot Online Ground Time (Including stage and end-of-course exams) Number of Exams Additional Pilot Briefings and Exam Debriefings Ground Stage I As required Ground Stage II As required Ground Stage III Single-Engine As required Totals As required Table 2. Single-Engine Ground Training Time and Exams Commercial Training Time (Including Flight Checks) Commercial Flight Training Number of Checks Pilot Briefings and Check Debriefings Flight Stage I As required Flight Stage II As required Flight Stage III Single-Engine As required Totals As required Table 3. Single-Engine Flight Training Time Multi-Engine Training Time Commercial Pilot Online Ground Time (Including stage and end-of-course exams) Ground Training Number of Exams Additional Pilot Briefings and Exam Debriefings Ground Stage I As required Ground Stage II As required Ground Stage III Multi-Engine As required Totals As required Table 4. Multi-Engine Ground Training Time and Exams Commercial Flight Training Commercial Training Time (Including Flight Checks) Number of Checks Pilot Briefings and Check Debriefings Flight Stage I As required Flight Stage II As required Flight Stage III Multi-Engine As required Totals As required Table 5. Multi-Engine Flight Training Time v

24 Detailed Course Time Allocation Tables Dual or Solo Ground ML GL STAGE I Night Inst. Complex Cross Country Dual FSTD Dual A/C Solo / Dual Solo or ActPIC 2.0 GL 1 Advanced Human Factors FL 1 Evaluation of Private Pilot Maneuvers ML 1 Accelerated Stalls FL 2 Basic Commercial Maneuvers GL 2 Commercial Pilot Single-Pilot Resource Management FL 3 Basic Commercial Maneuvers 2.0 FL 4 Basic Commercial Maneuvers Practice GL 3 The Flight Environment FL 5 Basic Commercial Maneuvers Practice 2.0 FL 6 Cross-Country Operations GL 4 Navigation FL 7 Cross-Country Operations GL 5 Weather FL 8 FL 9 FL 10 PIC (Solo) Basic Commercial Practice / X-C PIC (Solo) Basic Commercial Practice / X-C PIC (Solo) Basic Commercial Practice / X-C GL 6 Stage I Exam FL 11 Stage I FL 12 Stage I - Stage Check Stage I Totals Table 6. Commercial Pilot Time Allocation Stage I The Solo/Dual column accounts for required total time that may be conducted in any of the variable options. It will be up to the instructor to define how each lesson will be conducted. vi

25 Dual or Solo Ground ML GL STAGE II Night Inst. Complex Cross Country Dual FSTD Dual A/C Solo / Dual Solo or ActPIC 2.5 GL 7 Aerodynamic Principles 0.75 ML 2 Power-Off 180 Accuracy Approach and Landing 0.75 ML 3 Steep Turns 0.75 ML 4 Chandelles 0.75 ML 5 Lazy Eights FL 13 Advanced Commercial Maneuvers GL 8 Aerodynamic Considerations 0.75 ML 6 Steep Spirals 0.75 ML 7 Eights-on-Pylons FL 14 Advanced Commercial Maneuvers 2.0 FL 15 Advanced Commercial Maneuvers GL 9 Predicting Performance 0.75 ML 8 Maximum Performance Takeoffs and Landings FL 16 FL 17 FL 18 FL 19 PIC (Solo or Dual) Advanced Commercial Maneuvers Practice PIC (Solo or Dual) Advanced Commercial Maneuvers Practice PIC (Solo or Dual) Advanced Commercial Maneuvers Practice PIC (Solo or Dual) Advanced Commercial Maneuvers Practice FL 20 Dual Advanced Commercial Maneuvers GL 10 Weight and Balance FL 21 FL 22 FL 23 FL 24 FL 25 FL 26 PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C vii

26 Dual or Solo Ground ML GL STAGE II CONTINUED Night Inst. Complex Cross Country Dual FSTD Dual A/C Solo / Dual Solo or Act PIC FL 27 PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C 3.0 FL 28 PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C 3.0 FL 29 PIC (Solo or Dual) Advanced Commercial Maneuvers Practice/X-C 3.0 FL 30 of Instrument Operations FSTD or A/C FL 31 of Instrument Operations FSTD or A/C FL 32 FL 33 PIC (Solo or Dual) Advanced Commercial Maneuvers Practice PIC (Solo or Dual) Advanced Commercial Maneuvers Practice GL 11 Stage II Exam FL 34 Stage II FL 35 Stage II - Stage Check Stage II Totals Table 7. Commercial Pilot Time Allocation Stage II The Solo/Dual column accounts for required total time that may be conducted in any of the variable options. It will be up to the instructor to define how each lesson will be conducted. viii

27 Dual or Solo Ground ML GL STAGE III SINGLE-ENGINE Night Inst. Complex Cross Country Dual FSTD Dual A/C Solo / Dual Solo or Act PIC 2.0 GL 12 High Performance Powerplants 2.0 GL 13 Retractable Landing Gear 2.0 GL 14 Environmental and Ice Control Systems FL 36 2-Hour Day Cross-Country 100 NM FL 37 2-Hour Night Cross-Country 100 NM GL 15 Commercial FARs 2.0 GL 16 Emergency Situations FL 38 Night Solo - Takeoffs and Landings FL 39 Night Solo - Takeoffs and Landings FL 40 Long Cross-Country 250 NM Leg, 3 Points * 5.0 FL 41 Instrument Training FL 42 Instrument Training FL 43 Instrument Training and Commercial Maneuvers FL 44 Complex Introduction FL 45 Complex and Commercial Maneuvers FL 46 Complex and Commercial Maneuvers FL 47 Complex and Commercial Maneuvers and X-C FL 48 Complex Landings and Commercial Maneuvers GL 17 Stage III Exam 2.0 GL 18 EOC Exam FL 49 Stage III and End of Course (EOC) FL 50 Stage III and EOC Check Stage III Totals Totals Collective Totals Grand Total Table 8. Single-Engine Commercial Pilot Time Allocation Stage III and Course Totals The Solo/Dual column accounts for required total time that may be conducted in any of the variable options. It will be up to the instructor to define how each lesson will be conducted. The individual times shown in the time allocation tables are for instructor/student guidance only; they are not mandatory for each ground lesson, flight, or stage of training. At the conclusion of this course, the student must meet the minimum requirements of FAR Part 141, Appendix D, for each category in order to graduate. ix