U.S. Department 

of Transportation 

Federal Aviation 

Administration 

Advisory 

Circular 

Subject: Airline Transport Pilot Certification 

Training Program for Airplane 

Category Multiengine Class Rating or 

Type Rating 

Date: DRAFT 

Initiated by: AFS-200 

AC No: 61-ATP 

Change: 

1. PURPOSE. This advisory circular (AC) provides information and courseware guidelines 

that will enable authorized providers to develop a training program that meets the requirements 

of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.154. 

2. AUDIENCE. Training personnel involved in the development and delivery of an 

airline transport pilot (ATP) certification training program under 14 CFR part 121, 135, 141, or 

142. Pilot applicants for an ATP certificate with an airplane category multiengine class rating or 

type rating should also be familiar with the contents of this AC.

3. RELATED REGULATIONS. Title 14 CFR parts 61, 91 subpart K (part 91K), 121, 135, 

141, and 142. 

4. DEFINITIONS. See Appendix 1.

5. RELATED GUIDANCE. See Appendix 2. 

6. BACKGROUND. 

a. Aviation Rulemaking Committee. The Federal Aviation Administration (FAA) 

published an Advanced Notice of Proposed Rulemaking (ANPRM), New Pilot Certification 

Requirements for Air Carrier Operations, on February 8, 2010. In response to the ANPRM, the 

FAA Administrator chartered the First Officer Qualifications (FOQ) Aviation Rulemaking 

Committee (ARC) on July 16, 2010. 

b. FOQ ARC Background. The ARC was chartered to develop recommendations 

regarding rulemaking on the flight experience and training requirements of a pilot prior to 

operating as a first officer in part 121 air carrier operations. The FOQ ARC was composed of 

subject matter experts (SME) from nine organizations including: 

 Regional Airline Association (RAA), 

 Aviation Accreditation Board International (AABI), 

 National Business Aircraft Association (NBAA), 

 National Air Disaster Alliance/Foundation (NADA/F), 

 Aircraft Owners and Pilots Association (AOPA), 

 Air Line Pilots Association, International (ALPA), 
AC 61-ATP DRAFT DATE 

 The Coalition of Airline Pilots Associations (CAPA), 

 Pilot Career Initiative (PCI), and 

 Air Transport Association of America, Inc. (ATA). 

c. ARC MemberExpertise. The ARC members’ expertise included significant levels of 

experience in air carrier operations; development, implementation, and management of pilot 

training and qualification programs; the establishment of pilot training and qualification 

standards at the domestic and international level; and public advocacy for Aviation Safety 

(AVS). The FOQ ARC members determined that there is a knowledge and experience gap when 

comparing the training of a pilot that holds a commercial pilot certificate to the competencies 

required of a part 121 first officer. 

d. Public Law (PL) 111-216, The Airline Safety and Federal Aviation Administration 

Extension Act of 2010. On August 1, 2010, President Obama signed into law PL 111-216. 

Section 217 of the Act required the FAA to modify the requirements of an ATP certificate, as 

issued under part 61. Specifically, to be qualified to receive an ATP certificate, the pilot should 

have received flight training, academic training, or operational experience that will prepare a 

pilot, at a minimum, to function effectively in a multipilot [multicrew] environment; function 

effectively in adverse weather conditions; function effectively during high altitude operations; 

adhere to the highest professional standards; and function effectively in an air carrier 

environment. This section also required the Administrator to determine an appropriate amount of 

experience in difficult operating conditions that should be required to be eligible for the issuance 

of an ATP certificate. 

e. Addressing the Knowledge Gap. Though PL 111-216 focused primarily on 

modifications to the certification requirements for an ATP, the knowledge gap identified by the 

FOQ ARC remained relevant as both initiatives focused on enhancing the qualifications and 

training for pilots that desire to work in an air carrier environment. The FAA believes this 

knowledge gap extends to pilots beyond part 121 air carrier operations to also include any pilot 

operating a multiengine turbine-powered airplane operating under part 91K or 135. This 

knowledge gap can be best and most effectively bridged through successful completion of a 

modern flight training program that methodically integrates academic training, practical training, 

and flight experience. 

f. ATP Certification Training Program. The ATP certification training program that 

follows is designed to bridge the knowledge gap between a certificated commercial pilot and a 

pilot operating in an air carrier environment. Bridging this gap requires training in essential 

subject areas as determined by PL 111-216 and as recommended by the FOQ ARC and 

FAA SMEs. 

7. TRAINING PROGRAM GENERAL.

a. Applicants. The ATP certification training program applies to applicants for an ATP 

certificate with airplane category multiengine class rating or type rating, and is intended to 

prepare the applicant to operate safely in an air carrier environment. The ATP certification 

training program will include aerodynamics, automation, adverse weather conditions, turbine 

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DATE DRAFT AC 61-ATP 

engines, transport airplane performance, and other subjects that are not typically covered during 

training for commercial pilot certification. 

b. Training and Knowledge. The ATP certification training program, qualified in 

accordance with this construct will successfully impart conceptual knowledge through academics 

and consolidate that knowledge through training in flight simulation training devices (FSTD). 

The training program will provide an applicant for an ATP certificate with an airplane category 

multiengine class rating or type rating with the knowledge and competencies required to function 

effectively as a professional flightcrew member in an air carrier environment. 

8. INSTRUCTOR QUALIFICATIONS. There are two principles designed into this training 

program: 

 Each subject taught must be related to its applicability to air carrier-like operations; and 

 Concepts taught in the academic portion of the program will be reinforced in the FSTD 

portion of the course. 

a. Requirements. To support these principles, each instructor of the ATP certification 

training program must hold an ATP certificate with an airplane category multiengine class rating, 

meet the aeronautical experience requirements of § 61.159, and have at least 2 years of air carrier 

experience. 

b. Air Carrier Experience. Air carrier experience in reference to this course is defined as 

experience as a pilot in operations under part 91, § 91.1053(a)(2)(i) or part 135, § 135.243(a)(1), 

or in any operation conducted under part 121. Instructors who provide training in an FSTD must 

have an appropriate airplane type rating for the airplane that the FSTD represents, or have 

received instruction from the certificate holder on those maneuvers and concepts that they will 

demonstrate in the FSTD utilized. 

c. Applying High-Level Concepts in Training. Although the training course contains 

academic subjects that SMEs might be appropriate, the majority of the training program focuses 

on applying high-level concepts to an air carrier environment that the FAA believes can only be 

properly conveyed through an instructor with applicable operational experience. 

9. ACADEMIC TRAINING PHILOSOPHY.

a. Intention. The intent of the academic training portion of the ATP certification training 

program is to bridge the gap between the knowledge of a commercial pilot and that which is 

expected of an ATP certificate holder. This knowledge is the academic foundation for ATP 

applicants to begin understanding the complexities they will face in the next phase of their 

professional development. 

b. Objective. The objective of the ATP certification training program must focus on 

recognition, avoidance, and recovery from errors which can occur when operating a 

turbine-powered transport category airplane in a complex and dynamic environment. Whereas 

there will be an end of the course consolidation test (described in paragraph 14 of this 

document), the FAA ATP airplane knowledge test will be revised to incorporate the topics and 

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AC 61-ATP DRAFT DATE 

concepts taught in the ATP certification training program. Successful completion of the 

ATP certification training program will be a prerequisite to taking the ATP knowledge test. 

10. ACADEMIC TRAINING TOPICS. The ATP certification training program must include 

at least 24 hours of classroom instruction. The aeronautical knowledge areas to be trained should 

include, but are not limited to, the following areas: 

a. High Altitude Operations (minimum: 5 hours). 

(1) Aerodynamics. 

(a) Flight above flight level (FL) FL180 and FL350. 

(b) Mach versus indicated airspeed (IAS) versus true airspeed (TAS). 

(c) Bank angle at high altitude. 

(d) Relationship between altitude capability and weight. 

(e) Convergence of high and low stall speeds (coffin corner). 

(f) Speed reductions at high altitude. 

(g) Excursions behind the power curve at high altitudes and associated recovery 

techniques (high altitude slowdowns). 

(h) Low speed approach to stall recovery techniques at high altitudes. 

(i) Upset recovery techniques at high altitudes. 

(j) Turbulent air penetration speeds. 

(2) Physiology. 

(a) Physics of the atmosphere and composition. 

(b) Physical gas laws and relationship to respiration and circulation. 

(c) Hypoxia (signs, symptoms, and effects). 

(d) Times of useful consciousness. 

(e) Preventative measures against hypoxia. 

(f) Hyperventilation. 

(g) Pressurization and decompression. 

(h) Slow decompression, rapid decompression, and explosive decompression. 

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DATE DRAFT AC 61-ATP 

(i) Use of oxygen equipment for flightcrews. 

(j) Effects of over-the-counter medication and alcohol on performance. 

(k) Effects of fatigue on performance, including mitigation strategies. 

b. Meteorology (minimum: 3 hours). 

(1) Adverse Weather Phenomena That May Affect Air Carrier Operations. 

(a) Wind shear detection and avoidance (convective activity). 

(b) Turbulence detection and avoidance. 

(c) Icing detection, avoidance, and operation strategies. 

(d) Icing conditions on the ground, including the use of holdover tables, calculating 

holdover times (HOT), and pretakeoff contamination checks. 

(e) Airplane deice/anti-ice procedures. 

(f) Mountain wave activity. 

(g) Crosswinds with gusts. 

(h) Meteorology technology tools to avoid adverse weather. 

(i) Knowledge of air carrier low-visibility operations, including low-visibility surface 

movement. 

(j) Category (CAT) II and CAT III Approaches. 

(k) Braking action reports (Mu). 

(2) Weather Radar. 

c. Air Carrier Operations (minimum: 12 hours). 

(1) Automation. 

(a) Introduction to computer-assisted piloting (pilot/system interface). 

(b) Flight director (FD) mode of operation and interpretation. 

(c) Introduction to the concepts of vertical navigation (VNAV). 

(d) Importance and utilization of the flight management system (FMS). 

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AC 61-ATP DRAFT DATE 

(e) Mitigation strategies, including control inputs, for managing automation 

anomalies (e.g., managing the airplane with pitch and power with the loss of airspeed 

indications). 

(f) Recovery techniques from automation input errors. 

(g) Properly interpreting mode annunciation. 

(2) Communications. 

(a) Sterile flight deck rules. 

(b) Voice communication strategies at high-demand airports (i.e., La Guardia Airport 

(KLGA) or Chicago O'Hare International Airport (KORD)) and high-workload environments 

(i.e., rejected takeoff). 

(c) Advantages of proper briefings. 

(d) How to properly accomplish professional briefings for all phases of ground and 

flight operations. 

(e) Clearance delivery, Controller-Pilot Data Link Communications (CPDLC), 

multiple ground sector control, advanced communications such as a data link. 

(3) Crew Resource Management. 

(a) Operating in a multicrew environment. 

(b) Introduction to crew resource management. 

(c) The added dimension of Flight Attendants (F/A) and passengers. 

(d) Knowledge-based decisionmaking. 

(e) Pilot monitoring responsibilities. 

(f) Professional responsibility including leadership and ethics. 

(g) Risk management (RM). 

(h) Threat and error management. 

(i) Error trapping. 

(j) Voluntary safety programs to include: 

 Aviation Safety Reporting System (ASRS), 

 Flight operational quality assurance (FOQA), 

 Aviation Safety Action Program (ASAP), 

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DATE DRAFT AC 61-ATP 

 Line Operations Safety Audit (LOSA), and 

 Safety Management System (SMS). 

(4) Checklist Philosophy. 

(a) Checklist philosophies (read/do, do/verify, flows). 

(b) Proper use of quick reference handbook and checklists. 

(c) Use of Aircraft Flight Manual (AFM) during normal procedures like ground 

deicing. 

(5) Operational Control. 

(a) Introduction to air carrier operations specifications (OpSpecs). 

(b) Air carrier operational control concept. 

(c) Dispatch and flight following. 

(d) Introduction to minimum equipment lists (MEL) and Configuration Deviation 

List (CDL).

(e) Dispatch with MEL items. 

(f) Dispatcher and pilot responsibilities. 

(g) Emergencies and decisionmaking. 

(6) Ground Operations. 

(a) Runway Incursion Prevention, Including: 

 Professionalism during taxi operations, including sterile flight deck, 

 Airport situational awareness, 

 Taxi route planning and briefings including hot spot identification and runway 

crossings, and 

 Technology (Electronic Flight Bag (EFB), moving maps). 

(b) Practical Knowledge of Airport Surface Operations, Including: 

 Airport movement areas, 

 Ramp procedures and communications, 

 Standard taxi routes, 

 Complex taxi procedures, and 

 Surface movement guidance and control systems. 

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(7) Turbine Engines. 

(a) Turbine engine theory. 

(b) Differences in thrust application of a turbine engine versus a reciprocating engine. 

(c) Turbine engine malfunctions (surge, compressor stalls, rollback). 

(d) Precautionary engine shutdown (windmill effect). 

(e) Catastrophic failure. 

(f) Engine re-starts at high altitude. 

(g) Knowledge of turbine-powered engine monitoring systems, including: 

 Engine indicating and crew alerting system (EICAS) or electronic centralized 

aircraft monitoring (ECAM); and 

 Engine pressure ratio (EPR), N1, N2, and engine gas temperature (EGT) 

indications. 

(8) Transport Airplane Performance. 

(a) Weight and altitude relationship. 

(b) Flap retraction schedule. 

(c) Leading edge devices (advantages and disadvantages). 

(d) Turbine-powered airplane flight characteristics, power curve. 

(e) Review of maximum lift over drag ratio (L/DMax). 

(f) Flight characteristics of swept wing airplanes such as a dutch roll. 

(g) Flight operations performance characteristics of VMCG, VMCA, V1, V2, and mach 

speeds at altitude. 

(h) Demonstrate the proper use of rudder in transport category airplane and discuss 

the limitations associated with its use to include airplane certification standards. 

(i) Stalls and recovery techniques of transport category airplane. 

(j) Weight and Balance (W&B). 

 W&B loading. 

 Introduction to air carrier W&B systems (average weight program; indexing). 

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DATE DRAFT AC 61-ATP 

(k) Performance calculations. 

 Air carrier performance requirements including balanced field length, 

accelerate-go, accelerate-stop, VMCG, and second segment climb performance. 

 Performance calculations required for dispatch. 

 Performance calculations required for takeoff. 

 Air carrier en route performance requirements. 

 Performance calculations required for landing. 

 Contaminated runway considerations for takeoff and landing. 

 Additional air carrier maintenance and operational procedures required in 

order to dispatch with components or items of equipment deferred in 

accordance with the MEL. 

 Additional air carrier procedures and operational limitations 

(i.e., speed restrictions) required in order to operate with exterior access doors, 

hatches, fairings, etc., removed in accordance with the CDL. 

 Maintenance release procedures for air carrier operations. 

(9) Navigation. 

(a) Airspace speed restrictions. 

(b) Class II navigation. 

(c) Transport airplane advanced avionics systems (FMS, glass cockpit). 

(d) Area Navigation (RNAV) capabilities, lateral navigation (LNAV), VNAV, 

Required Navigation Performance (RNP), and required equipment. 

(e) Traffic Alert and Collision Avoidance System (TCAS), Automatic Dependent 

Surveillance-Broadcast (ADS-B). 

(f) Ground proximity warning systems (GPWS), Enhanced Ground Proximity 

Warning System (EGPWS). 

11. FSTD TRAINING PHILOSOPHY.

a. Learning High-Level Concepts. The intent of the FSTD training portion of the 

ATP certification training program is to reinforce the air carrier concepts and principles the 

applicant has been exposed to in the academic portion of the course. Although somewhat unique 

to typical FSTD training courses, the applicant will not be expected to perform maneuvers to 

proficiency with psychomotor skills. The objective is to demonstrate and allow the applicant to 

experience the high-level concepts of larger, more complex, and faster transport category 

airplanes. Since the applicant is not being trained how to fly a specific airplane, the expectation 

is that the applicant will learn the expected outcomes and conceptually understand concepts 

shown to be true to all transport category airplanes. 

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b. Purpose of Demonstration-Based Training. The purpose of demonstration-based 

training is to develop the knowledge necessary to complete the desired outcome during the 

experience phase. The purpose of experience training is to reinforce the basic airplane 

characteristics witnessed correctly in the demonstration phase. This portion allows the pilot to 

obtain repetitive handling experience and motion sensations when operating the airplane in both 

a dynamic condition and in difficult operating conditions. Experience training should be 

maneuvers that are practiced to the point of conceptual proficiency. For example, repetitive 

practice during the entire approach to stall regime in various airplane configurations and bank 

angles should be accomplished until the ATP applicant successfully achieves the conceptual 

knowledge or demonstrates competency in the maneuver. 

c. Demonstration-Based Training. The demonstration phase should include an 

instructor-led demonstration on the following: 

(1) The correct entry/application of skills and desired outcome of a specific maneuver. 

This should be accomplished first to not encourage any negative learning; and 

(2) The incorrect entry/application of skills and the undesired outcome of a specific 

maneuver. Demonstrating the ramifications of poor performance, poor decisionmaking, or 

improper recovery techniques is vitally imperative. 

d. Experience-Based Training. The experience phase should allow the applicant the 

opportunity to command the airplane until conceptual proficiency. 

(1) The pilot should be able to recognize conditions when the flight has transitioned from 

the recognition phase to recovery phase and employ immediate recovery action; and 

(2) The pilot should display consistent proper stall recovery through repetitive exposure 

to stall events. 

12. FSTD TRAINING TOPICS. The ATP certification training program must include at least 

16 hours of training in an FSTD, qualified under 14 CFR part 60. Of the 16 required hours, at 

least 8 hours of training must be completed in a full flight simulator (FFS), Level C, or higher. 

The aeronautical experience areas to be trained should include, but are not limited to, the 

following areas: 

NOTE: A FFS (Level A, B, C, or D) may be used for the flight training 

device (FTD) training portion of the program provided it meets the 

minimum equipment requirements for the FTD defined in paragraph 16. 

a. Training in a FTD Level 4 or Higher (8 hours). 

(1) General. 

(a) Normal procedures, including passenger boarding, ramp clearances, pushback, 

engine start, and taxi flows. 

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DATE DRAFT AC 61-ATP 

(b) Function in a multicrew environment during a flight under normal and 

non-normal situations. 

(c) Sterile cockpit procedures. 

(2) Crew Briefings. 

(a) Multicrew briefings to establish expectations and promote effective teamwork 

during predeparture, departure, en route, and approach and landing. 

(b) Multicrew briefings to establish expectations and promote effective teamwork in 

mitigating adverse weather encounters to include wind shear, clear air turbulence, mountain 

wave activity, and turbulent air penetration speed. 

(c) Effective cabin/flight deck briefings. 

(3) Checklist Philosophy. 

(a) Flows and philosophy of read/do and do/verify. 

(b) Use of normal procedures and checklists. 

(c) Quick reference handbook or manual. 

(d) Difference between emergency and non-normal procedures and checklists. 

(4) Operational Considerations. 

(a) Deferred maintenance items. 

(b) Apply performance, W&B, and MEL penalties in performance calculations in an 

operational environment. 

(c) Operations involving non-normal airplane dispatch configurations in accordance 

with MEL and CDL requirements. 

(5) Navigation. 

(a) Use of RNAV systems in flight. 

(b) Interpret navigation displays (ND). 

(c) Interpret primary flight display (PFD) and/or multifunction display. 

(d) Perform FMS route modifications. 

(e) Receive and understand air traffic control (ATC) instructions in high-density 

airport operations. 

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AC 61-ATP DRAFT DATE 

(6) Automation. 

(a) Interact with the mode control panel. 

(b) Use various levels of autopilot (AP)/autothrottle automation applicable to pilot 

flying duties and pilot monitoring duties with and without the AP engaged. 

(c) Interpretation of flight mode annunciations. 

(d) Use of FD/flight guidance systems. 

(e) Demonstrate knowledge of an FMS for each phase of flight. 

(f) Use of automation in climb, cruise, descent, and approach modes. 

(g) Achieve a stabilized approach through energy management. 

(h) TCAS and ADS-B. 

(i) GPWS and EGPWS. 

(j) Use of appropriate wake turbulence precautions for approach and landing. 

b. Training in a FFS (8 hours). 

(1) Runway Safety and Adverse Weather (4 hours). 

(a) Maintain situational awareness (SA) after receiving complex taxi instructions 

from ATC. 

(b) Demonstrate, maneuver, and gain conceptual proficiency through training in 

hot spots, line up and wait, runway incursions, correct runway for departure, normal takeoff, V1, 

VR, and V2 concepts. 

(c) Demonstrate, maneuver, and gain conceptual proficiency through training in 

rejected takeoffs. 

(d) Demonstrate, maneuver, and gain conceptual proficiency through the application 

of V1 decision speed concepts relating to accelerate-go and accelerate-stop distances with and 

without the effects of a contaminated runway. 

(e) VMCG demonstration. 

(f) Operations in low-visibility conditions to include taxi, takeoff, and landing. 

(g) Ability to apply appropriate precautions for adverse weather during takeoff 

including wind shear, crosswinds in icy surface conditions, and maximum crosswinds with gusts. 

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DATE DRAFT AC 61-ATP 

(h) Demonstrate, maneuver, and gain conceptual proficiency through training of V2 

climb performance and performance at speeds less than V2 and greater than V2. 

(i) Icing conditions in flight and affects on performance and decisionmaking. 

(j) Demonstrate, maneuver, and gain conceptual proficiency through training in the 

application of airplane performance limitations for landing in crosswinds with and without gusts, 

and contaminated runways. 

(2) High-Altitude Operations and Low Energy States (4 hours). 

(a) Demonstrate, maneuver, and gain conceptual proficiency through training of 

automation during departure. 

(b) Demonstration of speed/mach changeover. 

(c) Demonstration of effects of weight on maximum altitude (high and low speed 

convergence). 

(d) Demonstration of effects of high-altitude turbulence with limited performance 

margins. 

(e) Demonstrate, maneuver, and gain conceptual proficiency through training in the 

relationship between weight, thrust, and altitude. 

(f) Demonstrate, maneuver, and gain conceptual proficiency through training in 

high-altitude slowdowns, to include slowing beyond the minimum recoverable speed 

(backside of power curve) at altitude. 

(g) Demonstrate, maneuver, and gain conceptual proficiency through training in 

low energy states and approach to stalls, with an emphasis on stall recognition and recovery. 

(h) Demonstrate, maneuver, and gain conceptual proficiency through training in 

ability to apply appropriate upset (unusual attitude) recovery techniques to mitigate loss of 

control in flight (within the approved flight envelope of the FFS). 

(i) Demonstrate, maneuver, and gain conceptual proficiency through training in 

flying the airplane without the AP, in all phases of flight, and with sole reference to pitch and 

power emphasizing core handling skills in the event of system failure (e.g., loss of airspeed or 

unreliable airspeed indications). 

(j) Demonstrate, maneuver, and gain conceptual proficiency through training in 

satisfactory use of airplane energy management (e.g., airspeed, altitude thrust, and 

drag management) during descent. 

13. KNOWLEDGE CONSOLIDATION TEST. This section contains direction and guidance 

concerning the knowledge consolidation test which is to take place after both the academic and 

FSTD training sections. The knowledge consolidation test is the testing that a pilot must 

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Page 14 Par 

successfully pass after completing the ATP certification training program. The knowledge 

consolidation test has the following objectives: 

a. Academic Training. The applicant will satisfactorily describe in specific terms a 

response to an evaluator’s question or other knowledge testing system, an answer that confirms 

the conceptual knowledge objectives listed for each topic within the academic section. 

b. FSTD Training. The applicant will demonstrate their competency or communicate their 

understanding in the maneuvers and concepts demonstrated, practiced, or developed during this 

training program. This is referred to as “conceptual proficiency” in the FSTD portion of the 

program. 

14. PERFORMANCE MEASURES. To determine the effectiveness of the training program, 

the provider should develop an internal means to continually measure, detect, and eliminate 

deficiencies identified within the program. 

15. OBTAINING PROGRAM APPROVAL. Part 121, 135, 141, or 142 certificate holders 

seeking approval for an ATP certification training program should work with their assigned 

inspector (principal operations inspector (POI)/Training Center Program Manager (TCPM)) 

utilizing this AC for guidance. Once the assigned inspector is satisfied the submitted program 

meets all of the requirements of § 61.154 and the information contained in this AC, the assigned 

inspector should forward to the Air Transportation Division (AFS-200) in Washington, D.C. for 

final approval. 

16. FSTD MINIMUM EQUIPMENT REQUIREMENTS. The following describes the 

minimum equipment the FSTD must have for use in the ATP certification training program: 

a. FTD. Level 4 or higher qualified under part 60. The equipment used in the FTD portion 

of the program should also be equipped with: 

(1) FMS,

(2) Electronic flight instrument system (EFIS) (PFD and ND),

(3) TCAS, and

(4) EGPWS.

b. FFS. Level C or higher qualified under part 60. In order to replicate the high altitude and 

low energy handling characteristics desired, the FFS should represent a swept wing transport 

category airplane with a maximum gross takeoff weight of 50,000 pounds or greater.
DATE DRAFT AC 61-ATP 

 Appendix 1 

APPENDIX 1. DEFINITIONS 

1. Flight Training Device (FTD). A replica of airplane instruments, equipment, panels, and 

controls in an open flight deck area or an enclosed airplane cockpit replica. It includes the 

equipment and computer programs necessary to represent airplane (or a set of airplane) 

operations in ground and flight conditions having the full range of capabilities of the systems 

installed in the device as described in Title 14 of the Code of Federal Regulations (14 CFR) 

part 60 and the qualification performance standard for a specific FTD qualification level. 

2. Full Flight Simulator (FFS). A replica of a specific type, make, model, and series (M/M/S) 

airplane cockpit. It includes the assemblage of equipment and computer programs necessary to 

represent airplane operations in ground and flight conditions, a visual system providing an 

out-of-the-cockpit view, a system that provides cues at least equivalent to those of a 

three-degree-of-freedom motion system, and has the full range of capabilities of the systems 

installed in the device as described in part 60 and the qualification performance standards (QPS) 

for a specific FFS qualification level. 

3. Flight Simulation Training Device (FSTD). A FFS or a FTD, as qualified under part 60. 

4. Conceptual Proficiency. The state of performing a given skill with satisfactory and 

consistent correctness.

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DATE DRAFT AC 61-ATP 

 Appendix 2 

APPENDIX 2. RELATED READING MATERIAL 

1. ADVISORY CIRCULARS (AC). The current edition of the following ACs is located on 

the Federal Aviation Administration (FAA) Web site at: 

www.faa.gov/regulations_policies/advisory_circulars.

 AC 60-22, Aeronautical Decision Making. 

 AC 61-67, Stall and Spin Awareness Training. 

 AC 120-35, Line Operational Simulations: Line Oriented Flight Training, Special 

Purpose Operational Training, Line Operational Evaluation. 

 AC 120-51, Crew Resource Management Training. 

 AC 120-62, Takeoff Safety Training Aid. 

 AC 120-64, Operational Use and Modification of Electronic Checklists. 

 AC 120-66, Aviation Safety Action Program (ASAP). 

 AC 120-71, Standard Operating Procedures for Flight Deck Crewmembers. 

 AC 120-74, Parts 91, 121, 125, and 135 Flightcrew Procedures during Taxi Operations. 

 AC 120-82, Flight Operational Quality Assurance. 

 AC 121.195-1, Operational Landing Distances for Wet Runways; Transport Category 

Airplanes. 

2. FAA PUBLICATIONS. The following FAA publications are listed with their Web site 

addresses. 

 FAA-H-8083-3, Airplane Flying Handbook. Retrieved from 

http://www.faa.gov/library/manuals/aircraft/airplane_handbook. 

 FAA, Air Traffic Organization, Office of Safety. (n.d.). Pilot ‘Best Practices’ for 

AIRFIELD SAFETY. Retrieved from 

https://employees.faa.gov/org/linebusiness/ato/safety/rs/pilot_info. 

 FAA, Office of Integrated Safety Analysis, Human Factors Analysis Division. (1995). 

Human Performance Considerations in the Use and Design of Aircraft Checklists. 

Retrieved from 

http://www.faa.gov/about/office_org/headquarters_offices/avs/offices/afs/afs200/branche

s/afs210/training_aids/media/checklist.doc. 

 FAA Report No. DOT-VNTSC-FAA-00-22. (2000). Human Factors Considerations in 

the Design and Evaluation of Electronic Flight Bags (EFBs). Retrieved from 

http://www.hf.faa.gov/docs/volpe/volpe0022.pdf. 

3. INFORMATION FOR OPERATORS (InFO). The following InFOs are located on the 

Federal Aviation Administration Web site at: 

http://www.faa.gov/other_visit/aviation_industry/airline_operators/airline_safety/info/all_infos. 

 InFO 07009, Runway Lights Required for Night Takeoffs in Part 121. 

 InFO 07015, Flight Risk Assessment Tool. 

 InFO 07018, Taxi Clearances: Know the Rules, Understand Your Clearance. 

 InFO 08029, Approach and Landing Accident Reduction (ALAR): Recommended 

Flightcrew Training. 

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Appendix 2 

 InFO 08034, Design and Content of Checklists for In-Flight Smoke, Fire and Fumes 

(SFF). 

 InFO 08041, Checklist Review. 

 InFO 08049, Preventing Wrong Runway Takeoffs. 

 InFO 10010, Enhanced Upset Recovery Training. 

 InFO 10024, Airline Transport Pilot (ATP) Certificate Requirement for Pilots in Part 121 

Operations. 

4. ORDERS. The following orders are located on the Federal Aviation Administration Web 

site at: http://fsims.faa.gov. 

 FAA Order 8900.1, Volume 3, Chapter 32, Section 12, Aircraft Checklists for 14 CFR 

Parts 121/135. 

 FAA Order 8900.1, Volume 4, Chapter 2, Section 5, All Weather Terminal Area 

Approach and Landing Operations. 

5. SAFETY ALERTS FOR OPERATORS (SAFOs). The following SAFOs are located on 

the Federal Aviation Administration Web site at: 

http://www.faa.gov/other_visit/aviation_industry/airline_operators/airline_safety/safo/all_safos.

 SAFO 07003, Confirming the Takeoff Runway. 

 SAFO 10006, In-Flight Icing Operations and Training Recommendations. 

 SAFO 10012, Possible Misinterpretation of the Practical Test Standards (PTS) Language 

“Minimal Loss of Altitude”. 

6. RELATED REFERENCES.

 Adams, R.J. (1993). How Expert Pilots Think. (Report No. DOT/FAA/RD-93/9). 

Retrieved from 

http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA265356&Location=U2&doc=GetTRD

oc.pdf. 

 Airplane Upset Recovery Training Aid. 

Retrieved from 

http://www.faa.gov/other_visit/aviation_industry/airline_operators/training/media/AP_U

psetRecovery_Book.pdf. 

 Civil Aviation Authority (CAA), (United Kingdom). (2002). Flight Crew Training: 

Cockpit Resource Management (CRM) and Line-Oriented Flight Training (LOFT). 

(CAP 720: Previously ICAO Digest No. 2). Retrieved from 

http://www.caa.co.uk/docs/33/CAP720.PDF. 

 Culture, Threat, and Error: Assessing System Safety. 

Robert L. Helmreich 

University of Texas Human Factors Research Project 

The University of Texas at Austin 

Retrieved from 

http://homepage.psy.utexas.edu/homepage/group/helmreichlab/publications/pub%20proje

ct/252.pdf. 

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 Appendix 2 

 Defensive Flying for Pilots: An Introduction to Threat and Error Management 

Ashleigh Merritt, Ph.D. & James Klinect, Ph.D. 

The University of Texas Human Factors Research Project1 

The LOSA Collaborative 

Retrieved from 

http://homepage.psy.utexas.edu/homepage/group/helmreichlab/publications/pubfiles/TE

M.Paper.12.6.06.pdf 

 Degani, A., & Wiener, E.L. (1994). On the Design of Flight-Deck Procedures. 

(NASA Contractor Report 177642). Washington, DC: National Aeronautics and Space 

Administration. Retrieved from 

http://ti.arc.nasa.gov/m/profile/adegani/Flight-Deck_Procedures.pdf. 

 Driskell, J.E., & Adams, R.J. (1992). Crew Resource Management: An Introductory 

Handbook. (FAA Report No. DOT-VNTSC-FAA-92-8). Retrieved from 

http://www.dtic.mil/cgibin/GetTRDoc?AD=ADA257441&Location=U2&doc=GetTRDoc.pdf. 

 Helmreich, R.L. (1998). Error Management as Organisational Strategy. In Proceedings of 

the IATA Human Factors Seminar (pp. 1-7). Bangkok, Thailand, April 20-22, 1998. 

Retrieved from 

http://homepage.psy.utexas.edu/homepage/group/HelmreichLAB/Publications/pubfiles/P

ub225.pdf. 

 Helmreich, R.L., Butler, R.A., Taggart, W. R., and Wilhelm, J.A. (1995). Behavioral 

Markers in Accidents and Incidents: Reference List (Technical Report 95-1). Retrieved 

from 

http://homepage.psy.utexas.edu/HomePage/Group/HelmreichLAB/Publications/564.doc. 

 Helmreich, R.L., Merritt, A.C., and Wilhelm, J.A. (1999). The Evolution of Crew 

Resource Management Training in Commercial Aviation. (University of Texas at Austin 

Human Factors Research Project: 235). International Journal of Aviation Psychology, 

9(1), 19-32. Retrieved from 

http://www.paediatricchairs.ca/safety_curriculum/domain4_docs/HelmreichCRM.pdf. 

 International Civil Aviation Organization (ICAO). (1991). Human Factors Digest No. 3: 

Training of Operational Personnel in Human Factors. (ICAO Circular 227-AN/136). 

 Jensen, R.S. (1989). Aeronautical Decision Making – Cockpit Resource Management 

(Report No. DOT/FAA/PM-86/46). Retrieved from 

http://handle.dtic.mil/100.2/ADA205115. 

 Johnston, A.N., & Maurino, D.E. (1990). Human Factors training for aviation personnel. 

ICAO Journal, May 1990, pp. 16-19. Retrieved from 

http://www.icao.int/anb/HumanFactors/Human_factors_training_1990.pdf. 

 Kochan, J.A., Jensen, R.S., and Chubb, G.P. (1997). A New Approach to Aeronautical 

Decision-Making: The Expertise Method (Report No. DOT/FAA/AM-97/6). Retrieved 

from http://handle.dtic.mil/100.2/ADA323793. 

 McDonnell, L.K., Jobe, K.K., and Dismukes, R.K. (1997). Facilitating LOS Debriefings: 

A Training Manual. (NASA Technical Memorandum 112192). Retrieved from 

http://ntl.bts.gov/lib/000/900/962/Final_Training_TM.pdf. 

 Merritt, A., & Helmreich, R.L. (1996). Creating and sustaining a safety culture: Some 

practical strategies. In B. Hayward & A. Lowe (Eds.), Applied Aviation Psychology: 

Achievement, Change and Challenge (pp. 20-26). Sydney: Avebury Aviation. Retrieved 

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from 

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ct/303.doc. 

 Prince, C. (n.d.). Guidelines for Situation Awareness Training. NAWCTSD/UCF/FAA 

Partnership for Aviation Training. Retrieved from 

http://www.faa.gov/about/office_org/headquarters_offices/avs/offices/afs/afs200/branche

s/afs210/training_aids/media/saguides.doc. 

 Reason, J. (1990). Human Error. New York: Cambridge University Press. 

 Seamster, T.L., Boehm-Davis, D.A., Holt, R.W., and Schultz, K. (1998). Developing 

Advanced Crew Resource Management (ACRM) Training: A Training Manual. FAA, 

Office of the Chief Scientific and Technical Advisor for Human Factors, AAR-100. 

Retrieved from http://www.hf.faa.gov/docs/dacrmt.pdf. 

 Sumwalt, III, R.L., Thomas, R.J., and Dismukes, K. (2002). Enhancing Flight-crew 

Monitoring Skills Can Increase Flight Safety. 55th International Air Safety Seminar, 

Flight Safety Foundation. Dublin, Ireland, November 4-7, 2002. Retrieved from 

http://human-factors.arc.nasa.gov/flightcognition/Publications/Holbrookcopy.pdf. 

 Svatek, N. (1990). Techniques in CRM Training. ICAO Journal, 45(10), 12-13. Retrieved 

from http://www.icao.int/anb/humanfactors/techniques_in_CRM_1990.pdf. 

 Tarnowski, E. (1999). Understanding design philosophy can help pilots benefit from 

modern automated flight systems. ICAO Journal, November/December 1999, 22-24, 

29-30. Retrieved from 

http://www.icao.int/anb/humanfactors/Understanding_design_philosophy_1999.pdf. 

 Turner, J.W. & Huntley, Jr., M.S. (1991). The Use and Design of Flightcrew Checklists 

and Manuals (Report No. FAA-AM-91-07). Retrieved from 

http://ntl.bts.gov/lib/33000/33400/33421/33421.pdf. 

 U.S. Air Force, Air Education and Training Command. (2001). Cockpit/Crew Resource 

Management Training Program. (Air Force Instruction 11-290). Retrieved from 

http://www.e-publishing.af.mil/shared/media/epubs/AFI11-290.pdf.