FAA-S-8081-XX

U.S. Department

of Transportation

Federal Aviation

Administration

AUTHORIZED 

INSTRUCTOR

Airman Certification Standards

Date TBD

FLIGHT STANDARDS SERVICE

Washington, DC 20591
Authorized Instructor Airman Certification Standards

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ACKNOWLEDGMENTS 

The U.S. Department of Transportation, Federal Aviation Administration, Airman Testing Standards 

Branch, AFS-630, P.O. Box 25082, Oklahoma City, OK 73125 developed this ACS with the assistance of 

the aviation community. The FAA gratefully acknowledges the valuable support from the many individuals 

and organizations who contributed their time and expertise to assist in this endeavor.

AVAILABILITY

This ACS is available for download from www.faa.gov. Please send comments regarding this document 

to AFS630comments@faa.gov. 
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TABLE OF CONTENTS

ACKNOWLEDGMENTS................................................................................................................................ ii

AVAILABILITY............................................................................................................................................... ii

TABLE OF CONTENTS................................................................................................................................iii

FOREWORD................................................................................................................................................ iv

INTRODUCTION........................................................................................................................................... v

SECTION 1: Ground Instructor...................................................................................................................1

SECTION 2: CFI Airplane ...........................................................................................................................3

I. Fundamentals of Instructing..............................................................................................................4

II. Technical Subject Areas .................................................................................................................10

III. Preflight Preparation .......................................................................................................................13

IV. Preflight Lesson on a Maneuver to be Performed in Flight.............................................................14

V. Fundamentals of Flight....................................................................................................................15

VI. Slow Flight, Stalls, and Spins..........................................................................................................19

SECTION 3: CFI Instrument Airplane AND HELICOPTER .......................................................................27

SECTION 4: CFI Rotorcraft Helicopter ......................................................................................................28

SECTION 5: CFI Glider..............................................................................................................................29

SECTION 6: CFI SPORT PILOT ...............................................................................................................30

APPENDIX 1: References.........................................................................................................................1-1

APPENDIX 2: Abbreviations and Acronyms.............................................................................................2-1
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FOREWORD

The Federal Aviation Administration (FAA) has published the Authorized Instructor Airman Certification 

Standards (ACS) document to communicate the aeronautical knowledge, flight proficiency, and risk 

management standards for authorized instructor certification in the airplane category, single-engine land 

and sea; and multiengine land and sea classes. 

The FAA views the ACS as the foundation of its transition to a more integrated and systematic approach 

to airman certification testing and training. The ACS is part of the safety management system (SMS) 

framework that the FAA uses as a systematic approach to achieving acceptable levels of safety risk. 

Specifically, the ACS, associated guidance, and test item bank question components of the airman 

certification system are constructed around the four functional components of an SMS: 

• Safety Policy that defines and describes aeronautical knowledge, flight proficiency, and risk 

management as integrated components of the airman certification system;

• Safety Risk Management processes through which internal and external stakeholders identify and 

evaluate regulatory changes, safety recommendations, or other factors that require modification 

of airman testing and training materials;

• Safety Assurance processes to ensure the prompt and appropriate incorporation of changes 

arising from new regulations and safety recommendations; and 

• Safety Promotion in the form of ongoing engagement with both external stakeholders (e.g., the 

aviation training industry) and FAA policy divisions.

In this connection, the FAA gratefully acknowledges and deeply appreciates the many hours that aviation 

training experts throughout the industry have contributed to the development of this ACS, along with the 

associated guidance and a more systematic approach to knowledge test question development. This kind 

of collaboration, a hallmark of a robust safety culture, strengthens and enhances aviation safety at every 

level of the airman certification system.

John M. Allen

Director, Flight Standards Service
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INTRODUCTION

Airman Certification Standards Concept

The aviation instructor plays a critical role in safety of the National Airspace System (NAS). Accordingly, 

the goal of the certification process for instructors is to ensure the instructor-applicant is ready to prepare 

a learner to safely manage the risks of flight as pilot-in-command, consistent with the privileges of the 

certificate or rating to be exercised.

In fulfilling its responsibilities for the airman certification process, the Federal Aviation Administration 

(FAA) Flight Standards Service (AFS) plans, develops, and maintains materials related to airman 

certification training and testing. Historically, these materials have included several components. The FAA 

knowledge test measures mastery of the aeronautical knowledge areas listed in Title 14 of the Code of 

Federal Regulations (14 CFR) part 61. The Practical Test Standards (PTS) define the acceptable 

parameters of flight proficiency in the Areas of Operation listed in14 CFR part 61. FAA H-series 

handbooks, test supplements, and other materials provide guidance to applicants, instructors, and 

evaluators on aeronautical knowledge, flight proficiency, and risk management. 

(Note: As used in the ACS, an evaluator is any person authorized to conduct airman testing; e.g., an FAA 

aviation safety inspector, designated pilot examiner, or other individual authorized to conduct a practical 

test.)

The FAA recognizes that safe operations in today's complex NAS require a more systematic integration of 

aeronautical knowledge, flight proficiency standards, and risk management. The FAA also recognizes the 

need to more clearly calibrate knowledge, skills, and risk management to the level of the certificate or 

rating. To accomplish these objectives, the FAA drew upon the expertise of organizations and individuals 

across the aviation community to develop the Airman Certification Standards (ACS). Based on 

aeronautical knowledge and flight proficiency standards specified in 14 CFR part 61, the ACS for each 

pilot or instructor certificate and rating integrates the knowledge, skills, and risk management 

competencies necessary for the safe conduct of each Task. 

Using the ACS

The ACS consists of Areas of Operation arranged in a logical sequence that begins with Preflight 

Preparation and ends with Postflight Procedures. Each Area of Operation includes Tasks appropriate to 

that Area of Operation. Each Task begins with an Objective stating what the applicant should know 

and/or do. The ACS then lists the aeronautical knowledge, skills, and risk management considerations 

relevant to the specific Task, along with the conditions and standards for acceptable performance. The 

ACS uses Notes to emphasize special considerations. The ACS uses the terms "will" and "must" to 

convey directive (mandatory) information. The terms "should" and "may" denote items that are 

recommended but not required. 

Each Task in the ACS is coded according to a scheme that includes up to five elements. For example:

IN.I.E.K12a:

IN = applicable ACS (authorized instructor)

I = Area of Operation (fundamentals of instructing)

E = Task (assessment);

K12a = Task element [consequences of ineffective critiques)]

NOTE: [knowledge (K), skill (S), risk management (R)]. A fifth element may be used to indicate the level 

of learning: a=rote; b=understanding; c= application; d= correlation.

Knowledge test questions are mapped to the ACS codes, which replace the previous system of “Learning 

Statement Codes.” Because the airman knowledge test report will list an ACS code that correlates to a 

specific Task Element for a given Area of Operation and Task, remedial instruction and re-testing will be 

specific, targeted, and based on specified learning criteria. Similarly, a Notice of Disapproval for the 

practical test will use the ACS codes to identify the deficient skill(s).
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The applicant must pass the knowledge test before taking the practical test. The practical test is 

conducted in accordance with the ACS that is current as of the date of the test. The applicant must pass 

the oral portion of the practical test before beginning the flight portion, because the oral portion of the 

practical test allows the evaluator to determine whether the applicant is sufficiently prepared to advance 

to the flight portion of the practical test. The FAA encourages applicants and instructors to use the ACS to 

measure progress during training, and as a reference to ensure the applicant is adequately prepared for 

the knowledge and practical tests.

The purpose of the authorized instructor ACS is to define the acceptable performance standards for 

instructional knowledge and skill, including the Fundamentals of Instructing (FOI) concepts listed in 14 

CFR part 61. It is important for the instructor-applicant to understand that the FOI portion of the 

authorized instructor ACS stresses practical application of effective instructional concepts and 

techniques. For example, the authorized instructor ACS uses the term plan of action to describe the 

expectation that for any given Task, a competent instructor can develop and execute a flexible 

instructional plan of action to teach the knowledge, skill, and risk management requirements for that Task. 

Where appropriate to the Task, the instructional plan of action should incorporate realistic scenarios that 

require the learner to correctly apply and/or correlate the target knowledge, skill, and risk management to 

specific circumstances.

The authorized instructor ACS includes appendices that define the acceptable standards for knowledge, 

skill, and risk management in the aeronautical proficiency tasks unique to a particular instructor certificate 

or rating. 

Instructor-Applicants, instructors, and evaluators should understand, however, that the authorized 

instructor ACS is not a stand-alone document. Rather, it is to be used in conjunction with the pilot 

certificate level or rating ACS for which the instructor-applicant seeks authorization to provide instruction.

Therefore, in addition to mastery of the knowledge and skills defined in the authorized instructor ACS, the 

instructor-applicant must demonstrate instructional competence with the Tasks in the ACS for the 

appropriate certificate level or rating, to include analyzing and correcting common learner errors. 

The FAA will revise the ACS as circumstances require.
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Knowledge Tests for Instructor Certificates and Ratings

Code Title Questions Time

FOI Fundamentals of Instruction 50 1.5

MCI Military Competency Instructor 125 3.0

Ground Instructors

BGI Basic Ground Instructor 80 2.5

AGI Advanced Ground Instructor 100 2.5

IGI Instrument Ground Instructor 50 2.5

Airplane

FIA Flight Instructor Airplane 100 2.5

AFA Flight Instructor Airplane-Added Rating 25 1.0

FII Flight Instructor Instrument Airplane 50 2.5

AIF Flight instructor Instrument Airplane-Added Rating 25 1.0

Helicopter

FRH Flight Instructor Rotorcraft Helicopter 100 2.5

HFA Flight Instructor Helicopter-Added Rating 25 1.0

FIH Flight Instructor Instrument Helicopter 50 2.5

HIF Flight Instructor Instrument Helicopter-Added Rating 25 1.0

Gyroplane

FRG Flight Instructor Gyroplane 100 2.5

GFA Flight Instructor Gyroplane-Added Rating 25 1.0

Glider

FIG Flight Instructor Glider 100 2.5

AFG Flight Instructor Glider Added Rating 25 1.0

Sport

SIA Flight Instructor Sport Airplane 70 2.5

SIB Flight Instructor Sport Balloon 70 2.5

SIG Flight Instructor Sport Glider 70 2.5

SIL Flight Instructor Sport Lighter-Than-Air (Airship) 70 2.5

SIP Flight Instructor Sport Powered Parachute 70 2.5

SIW Flight Instructor Sport Weight-Shift-Control 70 2.5

SIY Flight Instructor Sport Gyroplane 70 2.5
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* The instructor-applicant does not have to take the FOI test if he or she meets the requirements of 14 

CFR 61.183, or 14 CFR 61.73.

NOTE: The Military Competency Instructor (MCI) Knowledge Test incorporates the FOI, CFI, and CFII 

knowledge areas in a single test. As long as the instructor-applicant meets the requirements of 14 CFR 

61.73 and passes the MCI knowledge test, the evaluator may issue the appropriate instructor ratings.

Legend:

BGI Basic Ground Instructor

AGI Advanced Ground Instructor

IGI Instrument Ground Instructor

ASE Airplane Single Engine

AME Airplane Multiengine

IA Instrument Airplane

RH Rotorcraft Helicopter

IH Instrument Helicopter

RG Rotorcraft Gyroplane

G Glider

Flight Instructor Sport Pilot 

(to be incorporated)

Instructor Ratings Held

Instructor Rating Sought
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Aircraft and Equipment Required for the Practical Test

The aircraft the instructor-applicant uses for the practical test must:

• Be the appropriate Category and Class for the rating sought

• Be of U.S. Foreign, or military registry

• Have fully functioning dual controls, except as provided in 14 CFR 61.45

• Be capable of performing all appropriate Tasks for the instructor rating sought 

• For airplanes:

o A complex airplane must be used to demonstrate the takeoff, landing, and emergency 

procedures. 

o A complex landplane is one having retractable landing gear, flaps, and a controllable pitch 

propeller. 

o A complex seaplane is one having flaps, floats, and controllable pitch propeller. 

o Airplanes with a full authority digital engine control (FADEC) system are considered to have a 

controllable pitch propeller. 

o If an instructor-applicant holds an Airplane Multiengine Instructor Rating, they are not 

required to use a complex airplane for an added Airplane Single Engine instructor class 

rating.

Instructor Renewal or Reinstatement

An instructor may renew or reinstate an expired flight instructor certificate by passing the practical test for 

any of the valid or expired flight instructor ratings held by the instructor-applicant. 

On the practical test, the evaluator will assess the instructor-applicant on at least two Tasks in each of the 

Areas of Operation of the appropriate ACS.

The instructor-applicant who seeks renewal or reinstatement does not have to take a knowledge test. 

However, he or she will be evaluated on the practical application of the FOI and the risk management 

elements in the appropriate ACS. The instructor-applicant is not required to test in a complex airplane if 

using an airplane to renew or reinstate the flight instructor certificate.

Renewing or reinstating any of the flight instructor ratings on a valid or expired flight instructor certificate 

will renew or reinstate all flight instructor ratings on that certificate.
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SECTION 1: GROUND INSTRUCTOR

Completion Standards

Basic Ground Instructor

- Pass the Fundamentals of Instructing Test (If Required)

- Pass a knowledge test of the tasks contained in the Sport Pilot, Recreational Pilot, and Private Pilot 

ACS

- Demonstrate instructional competence of the knowledge tasks contained in the Sport Pilot, 

Recreational Pilot, and Private Pilot Airplane ACS

Advanced Ground Instructor

- Pass the Fundamentals of Instruction Test (If Required)

- Pass a knowledge test of the tasks contained in the Sport Pilot, Recreational Pilot, Private Pilot and 

Commercial Pilot ACS

- Demonstrate instructional competence of the knowledge tasks contained in the Sport Pilot, 

Recreational Pilot, Private Pilot and Commercial Pilot Airplane ACS

Instrument Ground Instructor

- Pass the Fundamentals of Instruction Test (If Required)

- Pass a knowledge test of the tasks contained in the Instrument Rating ACS

- Demonstrate instructional competence of the knowledge tasks contained in the Instrument ACS
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SECTION 2: CFI AIRPLANE

Completion Standards

Knowledge Test

(a) Pass the appropriate Knowledge Test

Practical Test

(a) To determine the instructor-applicant can:

(1) Demonstrate instructional competence of the tasks, and

(2) Facilitate the learning of subject material, and 

(3) Explain and demonstrate the maneuvers, and 

(4) Exemplify risk management skills, and

(5) Promote professionalism, and

(6) Analyze and correct common learner errors.

NOTE: Except for the six Areas of Operation included in this ACS (listed below), the Authorized Instructor 

ACS uses the appropriate Commercial Pilot ACS (except for the Slow Flight and Stalls Area of Operation) 

and the appropriate Private Pilot ACS for the Inadvertent Instrument Meteorological Conditions (IMC) task 

in the Emergency Operations Area of Operation.

I. Fundamentals of Instructing

II. Technical Subject Areas ACS System Reference

III. Preflight Preparation

IV. Preflight Lesson on a Maneuver to be Performed in Flight

V. Fundamentals of Flight

VI. Slow Flight, Stalls, and Spins
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I. Fundamentals of Instructing

Task A. Learning Process

Reference FAA-H-8083-9

Objective

To determine that the applicant exhibits instructional competence in the elements of the 

learning process and that the applicant can apply that knowledge when performing the 

duties of a certificated flight instructor.

Knowledge

The applicant demonstrates understanding of:

1. Definitions of learning and practical examples that demonstrate when learning has 

taken place. (IN.I.A.K1)

2. Various learning theories and their individual applications in flight instruction. 

(IN.I.A.K2)

3. Higher order thinking skills and their importance to pilots. (IN.I.A.K3)

4. Scenario-based training as it relates to learning higher order thinking skills. 

(IN.I.A.K4)

5. How learners acquire skill knowledge and how to encourage the acquisition process. 

(IN.I.A.K5)

6. Types of practice and the practical uses of each during flight training. (IN.I.A.K6)

7. Helping learners develop applied skills during flight training to:

a. Incorporate multitasking. (IN.I.A.K7a)

b. Retain focus during distractions and interruptions. (IN.I.A.K7b)

c. Avoid fixation and inattention. (IN.I.A.K7c)

8. How to recognize and identify learner errors during flight training. (IN.I.A.K8)

9. Learner motivation in the learning process and instructor responsibilities regarding 

motivating learners to foster learning. (IN.I.A.K9)

10. Learner memory, associated learning challenges, and promoting retention of 

information. (IN.I.A.K10)

11. Transfer of learning in ground, simulation, and flight instruction activities. 

(IN.I.A.K11)

12. Consequences of:

a. Faulty instruction. (IN.I.A.K12a)

b. Unmotivated learners. (IN.I.A.K12b)

c. Instruction not delivered on learner’s level of understanding. (IN.I.A.K12c)

d. Failing to recognize and correct learner errors. (IN.I.A.K12d)

Skills

The applicant demonstrates instructional ability to:

1. Provide instruction to the evaluator in a manner that demonstrates an operational 

understanding of the learning process. (IN.I.A.S1)

2. Present material in such a way as to encourage the development of higher order 

thinking skills. (IN.I.A.S2)

3. Adapt lesson delivery and/or content to account for differences in learning styles and 

abilities. (IN.I.A.S3)

4. Recognize and identify types and causes of learner errors during training. (IN.I.A.S4)

5. Explain the process of moving a learner through the levels of learning during a 

course of training. (IN.I.A.S5)

6. Use positive motivation during instructional activities. (IN.I.A.S6)

7. Explain positive and negative transfers of learning. (IN.I.A.S7)

8. Explain the qualities of effective training scenarios. (IN.I.A.S8)
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Task B. Human Behavior and Effective Communication

Reference FAA-H-8083-9

Objective

To determine that the applicant exhibits instructional competence in the elements of 

human behavior and effective communication and how these impact effective teaching 

and learning.

Knowledge

The applicant demonstrates understanding of:

1. The influence of personality types and their effect on the instructor-learner 

relationship. (IN.I.B.K1)

2. Human needs and their influence on motivation. (IN.I.B.K2)

3. Defense mechanisms and how they negatively affect learning. (IN.I.B.K3)

4. How to counter learner defense mechanisms. (IN.I.B.K4)

5. Human motivation and what affects it. (IN.I.B.K5)

6. Normal and abnormal emotional reactions that may be displayed by the learner. 

(IN.I.B.K6)

7. The basic elements of communication. (IN.I.B.K7)

8. The barriers of effective communication and how to avoid them. (IN.I.B.K8)

9. Effective instructional communication techniques and the consequences of poor 

instructional communication techniques.(IN.I.B.K9)

Skills

The applicant demonstrates instructional ability to:

1. Give specific examples of how human needs could influence a learner’s motivation. 

(IN.I.B.S1)

2. Give specific examples of how to counter defense mechanisms that a learner may 

use. (IN.I.B.S2)

3. Explain what an instructor can do to positively affect learner motivation.(IN.I.B.S3)

4. Explain what actions an instructor can do that will negatively affect learner 

motivation. (IN.I.B.S4)

5. Explain the normal emotional reactions that are a part of human behavior. 

(IN.I.B.S5)

6. Explain how to handle abnormal learner reactions. (IN.I.B.S6)

7. Explains the basic elements of communication. (IN.I.B.S7)

8. Give specific examples of barriers to effective communication, the consequences of 

them and how to avoid them. (IN.I.B.S8)

9. Demonstrates effective instructional communication techniques during all activities. 

(IN.I.B.S9)
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Task C. Teaching Process

Reference FAA-H-8083-9

Objective To determine that the applicant exhibits instructional competence in the elements of the 

teaching process.

Knowledge

The applicant demonstrates understanding of:

1. Essential teaching skills as they apply to personal strengths and weaknesses. 

(IN.I.C.K1)

2. Preparation of a lesson for a ground or flight instructional period. (IN.I.C.K2)

3. Various presentation methods and the ability to implement the appropriate method 

given the topic, learner, and available teaching aids. (IN.I.C.K3)

4. Assessment techniques that ensure the learner can properly apply the material or 

procedure that was presented. (IN.I.C.K4)

5. How to review and evaluate learner performance. (IN.I.C.K5)

6. How to guide a learner through self-critique and assessment. (IN.I.C.K6)

7. Scenario-based delivery methods. (IN.I.C.K7)

8. The consequences of failing to:

a. Be aware of human behavior. (IN.I.C.K8a)

b. Comprehend the learning process. (IN.I.C.K8b)

c. Use methods of communication most effective and efficient for the learner. 

(IN.I.C.K8c)

d. Be flexible in the teaching process as it pertains to learner personality and 

learning differences. (IN.I.C.K8d)

e. Assess and teach the “why” behind the “what” of learner performance. 

(IN.I.C.K8e)

Skills

The applicant demonstrates instructional ability to:

1. Use a well-rounded approach to teaching delivery methods by utilizing personal 

strengths while improving weaknesses. (IN.I.C.S1)

2. Organize a lesson flow to engage the learner and make them active participants in 

the learning process. (IN.I.C.S2)

3. Choose a delivery method that is best suited for the learner based on an 

understanding of known learning tendencies. (IN.I.C.S3)

4. Recognize if the learner has truly learned the presented material by a change in 

behavior or philosophy. (IN.I.C.S4)

5. Not only assess basic topic knowledge and skill, but also the underlying causal 

factors and related elements, and then address them in a way the learner 

understands.(IN.I.C.S5)

6. Construct a realistic scenario that is multi-faceted and integrates numerous subject 

areas to evaluate a learner’s understanding of all content. (IN.I.C.S6)
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Task D. Teaching Methods

Reference FAA-H-8083-9A

Objective

To determine that the applicant exhibits instructional competence in the elements of the 

various methods of teaching information and skills and their appropriate application to 

instructional situations.

Knowledge

The applicant demonstrates understanding of:

1. The different training delivery methods for ground and flight instruction by describing 

appropriate use of lecture, discussion, problem-based learning, electronic-based 

learning, cooperative or group learning, and demonstration-performance. (IN.I.D.K1)

2. Why it may be appropriate to incorporate more than one method in an instructional 

session. (IN.I.D.K2)

3. How the organization of teaching materials may affect learner learning. (IN.I.D.K3)

4. The use of proper and correct source materials and the positive/negative value of 

developing supplementary material when preparing lessons. (IN.I.D.K4)

5. The use of instructional aids and training technologies appropriate to each method. 

(IN.I.D.K5)

Skills

The applicant demonstrates instructional ability to:

1. Prepare a plan of action to incorporate appropriate teaching methods and supporting 

materials for an assigned ACS task applicable to the instructor-applicant’s certificate 

level, for the following situations:

a. Aeronautical knowledge ground lesson applicable for a classroom. (IN.I.D.S1a)

b. Maneuver ground lesson for an individual pilot in training. (IN.I.D.S1b)

c. Maneuver introduction for a flight lesson. (IN.I.D.S1c)

2. Utilize materials developed in lesson preparation to demonstrate and teach 

information and skills to the evaluator.(IN.I.D.S2)
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Task E. Assessment

Reference FAA-H-8083-9

Objective To determine the applicant exhibits satisfactory knowledge, and skills associated with 

instructional assessment.

Knowledge

The applicant demonstrates understanding of the elements of assessment by describing 

and explaining:

1. The purpose and characteristics of an effective critique. (IN.I.E.K1)

2. Different methods of conducting a critique. (IN.I.E.K2)

3. “Ground rules” for conducting a critique. (IN.I.E.K3)

4. Traditional assessment vs. authentic assessment. (IN.I.E.K4)

5. Characteristics of effective oral questions. (IN.I.E.K5)

6. Oral questions to be avoided. (IN.I.E.K6)

7. How to respond to learner questions. (IN.I.E.K7)

8. Characteristics of effective written tests. (IN.I.E.K8)

9. How to develop effective written tests. (IN.I.E.K9)

10. Characteristics and uses of performance tests. (IN.I.E.K10)

11. Principles of collaborative assessment (or learner-centered grading (LCG)). 

(IN.I.E.K11)

12. The consequences of:

a. Ineffective critiques. (IN.I.E.K12a)

b. Improper timing of critiques. (IN.I.E.K12b)

c. Improper venue for conducting critiques. (IN.I.E.K12c)

d. Use of improper types of questioning / tests. (IN.I.E.K12d)

e. Improper answers to learner questions. (IN.I.E.K12e)

Skills

The applicant demonstrates the ability to:

1. Conduct an effective learner-centered critique. (IN.I.E.S1)

2. Apply different techniques for critiquing. (IN.I.E.S2)

3. Apply “ground rules” for conducting a critique. (IN.I.E.S3)

4. Conduct effective oral questioning. (IN.I.E.S4)

5. Respond to learner questioning. (IN.I.E.S5)

6. Create an effective written test. (IN.I.E.S6)

7. Select the appropriate method of assessment. (IN.I.E.S7)

8. Differentiate between different testing techniques to obtain a given result. (IN.I.E.S8)

9. Apply techniques of collaborative assessment. (IN.I.E.S9)
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Task F. Flight Instructor Characteristics and Responsibilities

Reference FAA-H-8083-9

Objective To determine that the applicant fully comprehends the flight instructor’s responsibilities 

and exhibits the professional characteristics associated with effective instruction.

Knowledge

The applicant demonstrates understanding of the instructor’s responsibilities by 

describing and explaining how to:

1. Provide effective instruction and help learners gain knowledge and skill. (IN.I.F.K1)

2. Emphasize the positive. (IN.I.F.K2)

3. Be prepared for each instructional activity and make learners’ best interests their 

top priority. (IN.I.F.K3)

4. Prepare pilots in training to exceed the published minimum standards of 

performance. (IN.I.F.K4)

5. Incorporate the highest standards of safe operations and risk management in all 

instructional and student pilot solo activity. (IN.I.F.K5)

6. Evaluate the learner’s piloting ability. (IN.I.F.K6)

7. Supervise student pilot solo activity. (IN.I.F.K7)

8. Prepare pilots they are training to become responsible members of the aviation 

community and to exercise effective risk management when using their privileges 

as pilot in command. (IN.I.F.K8)

9. Minimize learner frustrations. (IN.I.F.K9)

10. Recommend applicants for knowledge and practical tests. (IN.I.F.K10)

11. Conduct specialized training, evaluate proficiency, and grant privileges through 

endorsements as authorized by regulations. (IN.I.F.K11)

12. Maintain and advance personal professional knowledge and skills. (IN.I.F.K12)

13. Identify and appropriately deal with seriously abnormal learners. (IN.I.F.K13)

14. Develop an adaptable plan of action with appropriate scenario(s). (IN.I.F.K14)

15. Exhibit the characteristics of a professional flight instructor. (IN.I.F.K15)

Skills

The applicant demonstrates instructional ability to:

1. Recognize the differences between individual learners and adapt instruction that 

helps each to learn. (IN.I.F.S1)

2. Clearly define objectives, standards and assessment methods. (IN.I.F.S2)

3. Evaluate performance against standards. (IN.I.F.S3)

4. Effectively and constructively critique learners’ performance. (IN.I.F.S4)

5. Instill risk management habits that progressive grow and transfer to the pilot in 

training. (IN.I.F.S5)

6. Instill a sense personal responsibility for the aviation community, their passengers 

and those whom they overfly. (IN.I.F.S6)

7. Exhibit the highest standards of safe operations and risk management in all 

instructional activities. (IN.I.F.S7)

8. Teach a lesson using the plan of action. (IN.I.F.S8)
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II. Technical Subject Areas

Task A. Principles of Flight

Reference FAA-H-8083-3, FAA-H-8083-25

Objective

To determine the applicant exhibits instructional competence in and has the ability to 

effectively teach the elements of aerodynamics appropriate for the level of instructor 

certificate sought.

Knowledge

The applicant demonstrates understanding by describing and explaining:

1. Airfoil design characteristics. (IN.II.A.K1)

2. Airplane stability and controllability. (IN.II.A.K2)

3. Turning tendency (torque effect). (IN.II.A.K3)

4. Forces acting on an airplane. (IN.II.A.K4)

5. Load factors in airplane design. (IN.II.A.K5)

6. Wingtip vortices and precautions to be taken. (IN.II.A.K6)

7. The risk to pilots not understanding the basic aerodynamic principles of flight. 

(IN.II.A.K7)

Skills

The applicant demonstrates the ability to:

1. Effectively deliver pilot-oriented instruction to a simulated pilot in training (evaluator) 

on one of the following topics:

a. Airfoil design characteristics. (IN.II.A.S1a)

b. Airplane stability and controllability. (IN.II.A.S1b)

c. Turning tendency (torque effect). (IN.II.A.S1c)

d. Forces acting on an airplane. (IN.II.A.S1d)

e. Load factor. (IN.II.A.S1e)

f. Wingtip vortices: source and impact. (IN.II.A.S1f)
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Task B. 14 CFR and Publications

Reference 14 CFR parts 1, 61, 91; AC 00-2, AIM, FAA-H-8083- 25, NTSB part 830, POH/AFM.

Objective

To determine the applicant exhibits instructional competence in and has the ability to 

effectively teach the appropriate elements of the Federal Aviation Regulations and 

essential publications.

Knowledge

The applicant demonstrates understanding by describing and explaining the purpose, 

how to access, how to determine currency, and general content category of:

1. 14 CFR parts 1, 61, and 91. (IN.II.B.K1)

2. NTSB part 830. (IN.II.B.K2)

3. Advisory Circulars. (IN.II.B.K3)

4. Airman Certification Standards. (IN.II.B.K4)

5. Pilot’s Operating Handbooks or FAA-approved airplane flight manuals. (IN.II.B.K5)

6. Flight Information publications. (IN.II.B.K6)

Skills

The applicant demonstrates the ability to:

1. Deliver instruction to a simulated pilot in training (evaluator) on what a pilot needs to 

know about item a. and at least one other of the following:

a. 14 CFR parts 1, 61, and 91. (IN.II.B.S1a)

b. NTSB part 830. (IN.II.B.S1b)

c. Advisory Circulars. (IN.II.B.S1c)

d. Airman Certification Standards. (IN.II.B.S1d)

e. Pilot’s Operating Handbooks or FAA-approved airplane flight manuals. 

(IN.II.B.S1e)

f. Flight information publications, i.e. AIM and AF/D. (IN.II.B.S1f)
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Task C. Logbook Entries and Certificate Endorsements

Reference 14 CFR parts 61; AC 61-65.

Objective

To determine the applicant exhibits instructional competence in the elements and has the 

ability to effectively teach the appropriate aspects of logbook entries and certificates 

endorsements.

Knowledge

The applicant demonstrates understanding the elements of logbook entries and certificate 

endorsements by describing:

1. Required logbook entries for instruction given. (IN.II.C.K1)

2. Required student pilot certificate endorsements, including appropriate logbook 

entries. (IN.II.C.K2)

3. Preparation of a recommendation for a pilot practical test, including appropriate 

logbook entry and electronic forms for:

a. Initial pilot certification. (IN.II.C.K3a)

b. Additional pilot certification. (IN.II.C.K3b)

c. Additional aircraft qualification. (IN.II.C.K3c)

4. Required endorsement of a pilot logbook for the satisfactory completion of the 

required FAA flight review. (IN.II.C.K4)

5. Required flight instructor records. (IN.II.C.K5)

Skills

The applicant demonstrates the ability to:

1. Prepare simulated logbook entries and/or certificate endorsements required for at 

least two of the following scenarios:

a. Student pilot first solo. (IN.II.C.S1a)

b. First lesson with student pilot introducing straight and level, level turns, descents 

and climbs. (IN.II.C.S1b)

c. Recommendation for knowledge test. (IN.II.C.S1c)

d. Recommendation for practical test. (IN.II.C.S1d)

e. Satisfactory flight review. (IN.II.C.S1e)
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III. Preflight Preparation

Task A. Certificates and Documents

Reference 14 CFR parts 23, 43, 61, 67, 91; FAA-H-8083-3, FAA-H-8083-25, FAA-S-8081-12, FAAS-8081-14; POH/AFM.

Objective

To determine the applicant exhibits instructional competence in the elements and has the 

ability to effectively teach a pilot-in-training the appropriate elements of certificates and 

documents.

Knowledge

The applicant demonstrates understanding of the elements of pilot and aircraft certificates 

and documents by describing:

1. The training requirements for the issuance of a recreational, private, and commercial 

pilot certificate. (IN.III.A.K1)

2. The privileges and limitations of pilot certificates and ratings at recreational, private, 

and commercial levels. (IN.III.A.K2)

3. Class and duration of medical certificates. (IN.III.A.K3)

4. Recent pilot flight experience requirements. (IN.III.A.K4)

5. Required entries in pilot logbook or flight record. (IN.III.A.K5)

Skills

The applicant demonstrates instructional ability to develop scenarios for teaching the 

required knowledge of certificates and documents involving the following:

1. Meeting minimum training requirements for a recreational, private, or commercial pilot 

certificate application. (IN.III.A.S1)

2. Acting as pilot-in-command without passengers. (IN.III.A.S2)

3. Acting as pilot-in-command with passengers. (IN.III.A.S3)
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IV. Preflight Lesson on a Maneuver to be Performed in Flight

Task A. Maneuver Lesson

Reference FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-23, FAA-H-8083-25, FAA-S-8081-12, 

FAA-S-8081-14; POH/AFM.

Objective

To determine the applicant exhibits instructional competence in the elements and has the 

ability to effectively teach a pilot-in-training the appropriate elements of a maneuver task 

from this ACS selected by the evaluator.

Knowledge

The applicant demonstrates understanding of the elements of the selected maneuver 

task from this ACS by:

1. Stating the purpose of the maneuver. (IN.IV.A.K1)

2. Giving an accurate, comprehensive oral description including the elements of the 

maneuver and the common learner errors associated with it. (IN.IV.A.K2)

3. Describing the desired outcome(s). (IN.IV.A.K3)

4. Describing possible risks when performing this maneuver and recommended 

mitigation strategies. (IN.IV.A.K4)

Skills

The applicant demonstrates instructional ability to orally present, using instructional aids 

when appropriate, the elements of the selected maneuver task by:

1. Explaining why the maneuver is important to master. (IN.IV.A.S1)

2. Breaking down the maneuver into the basic, understandable elements. (IN.IV.A.S2)

3. Explaining how the pilot-in-training will know when the maneuver is performed 

correctly. (IN.IV.A.S3)

4. Describing possible flawed outcomes and how to analyze the errors and avoid them 

in future practice. (IN.IV.A.S4)
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V. Fundamentals of Flight

Task A. Straight-and-Level Flight

Reference FAA-H-8083-3, FAA-H-8083-23, FAA-S-8081-14.

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with straight-and-level flight.

Knowledge

The applicant demonstrates understanding of straight-and-level flight by describing:

1. Purpose of the maneuver. (IN.V.A.K1)

2. Basic elements of the maneuver. (IN.V.A.K2)

3. Desired outcome. (IN.V.A.K3)

4. Flight control and trim use. (IN.V.A.K4)

5. The pilot’s visual reference when performing the maneuver. (IN.V.A.K5)

6. Common errors performing the maneuver. (IN.V.A.K6)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain straight and level flight. (IN.V.A.S1)

2. Analyze and correct simulated common errors related to straight and level flight. 

(IN.V.A.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles when 

performing straight and level flight in regard to:

1. Distractions impacting navigation and avoiding unintended airspace incursions and 

proximity to terrain. (IN.V.A.R1)

2. Collision avoidance. (IN.V.A.R2)
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Task B. Level Turns

Reference FAA-H-8083-3, FAA-S-8081-14.

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with level turns.

Knowledge

The applicant demonstrates understanding of level turns by describing:

1. Purpose of the maneuver. (IN.V.B.K1)

2. Basic elements of the maneuver. (IN.V.B.K2)

3. Desired outcome. (IN.V.B.K3)

4. Flight control and trim use. (IN.V.B.K4)

5. The pilot’s visual reference when performing the maneuver. (IN.V.B.K5)

6. Common errors performing the maneuver. (IN.V.B.K6)

.

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain level turns. (IN.V.B.S1)

2. Analyze and correct simulated common errors related to level turns. (IN.V.B.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles when 

performing level turns in regard to:

1. Distractions impacting navigation and avoiding unintended airspace incursions and 

proximity to terrain. (IN.V.B.R1)

2. Collision avoidance. (IN.V.B.R2)
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Task C. Straight Climbs and Climbing Turns

Reference FAA-H-8083-3, FAA-S-8081-14.

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with straight climbs and climbing turns.

Knowledge

The applicant demonstrates understanding straight climbs and climbing turns by 

describing:

1. Purpose of the maneuver. (IN.V.C.K1)

2. Basic elements of the maneuver. (IN.V.C.K2)

3. Desired outcome. (IN.V.C.K3)

4. Flight control and trim use. (IN.V.C.K4)

5. The pilot’s visual reference when performing the maneuver. (IN.V.C.K5)

6. Common errors performing the maneuver. (IN.V.C.K6)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain straight climbs and climbing turns. 

(IN.V.C.S1)

2. Analyze and correct simulated common errors related to straight climbs and climbing 

turns. (IN.V.C.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles when 

performing straight climbs and climbing turns in regard to:

1. Distractions impacting navigation and avoiding unintended airspace incursions and 

proximity to terrain. (IN.V.C.R1)

2. Collision avoidance. (IN.V.C.R2)
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Task D. Straight Descents and Descending Turns

Reference FAA-H-8083-3, FAA-S-8081-14.

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with straight descents and descending turns.

Knowledge

The applicant demonstrates understanding straight descents and descending turns by 

describing:

1. Purpose of the maneuver. (IN.V.D.K1)

2. Basic elements of the maneuver. (IN.V.D.K2)

3. Desired outcome. (IN.V.D.K3)

4. Flight control and trim use. (IN.V.D.K4)

5. The pilot’s visual reference when performing the maneuver. (IN.V.D.K5)

6. Common errors performing the maneuver. (IN.V.D.K6)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain straight descents and descending turns. 

(IN.V.D.S1)

2. Analyze and correct simulated common errors related to straight descents and 

descending turns. (IN.V.D.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles when 

performing straight descents and descending turns in regard to:

1. Distractions impacting navigation and avoiding unintended airspace incursions and 

proximity to terrain. (IN.V.D.R1)

2. Collision avoidance. (IN.V.D.R2)
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VI. Slow Flight, Stalls, and Spins 

Task A. Maneuvering During Slow Flight 

Reference FAA-H-8083-3, FAA-S-8081-12, FAA-S-8081-14; POH/AM.

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with maneuvering during slow flight.

Knowledge

The applicant demonstrates understanding by describing:

1. The slow flight maneuver relative to a critical real-life situation, i.e. go-arounds, 

short field approach and landing, etc. (IN.VI.A.K1)

2. Relationship between AOA, airspeed, load factor, aircraft configuration, aircraft 

weight, and aircraft attitude. (IN.VI.A.K2)

3. Relationship of configuration, weight, center of gravity, maneuvering loads, angle 

of bank, and power to flight characteristics and controllability. (IN.VI.A.K3)

4. Recognizing and responding appropriately to all indications of high angle of attack 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.A.K4)

5. The difference between AOA and aircraft attitude during all flight conditions and 

how it relates to aircraft performance. (IN.VI.A.K5)

6. How environmental elements affect aircraft performance. (IN.VI.A.K6)

7. Performance of the maneuver with selected landing gear and flap configurations in 

straight-and-level flight and level turns. (IN.VI.A.K7)

8. Importance of the 1,500 foot AGL minimum altitude. (IN.VI.A.K8)

9. Specified airspeed for the maneuver. (IN.VI.A.K9)

10. Coordination of flight controls. (IN.VI.A.K10)

11. Trim technique. (IN.VI.A.K11)

12. Reestablishment of cruise flight. (IN.VI.A.K12)

13. Common errors related to maneuvering during slow flight. (IN.VI.A.K13)

Skills

The applicant demonstrates instructional ability to:

1. Select an entry altitude that will allow the task to be completed no lower than 1,500 

feet AGL. (IN.VI.A.S1)

2. Establish and maintain an airspeed at which any further increase in angle of attack, 

increase in load factor, or reduction in power, would result in an immediate stall. 

(IN.VI.A.S2)

3. Accomplish coordinated straight-and-level flight, turns, climbs, and descents with 

landing gear and flap configurations specified by the evaluator. (IN.VI.A.S3)

4. Divide attention between airplane control, and orientation while pointing-out the 

control feel and other cockpit sensations. (IN.VI.A.S4)

5. Maintain the specified altitude, ±50 feet; specified heading, ±10°; airspeed, +5/-0 

knots; and specified angle of bank, ±5°. (IN.VI.A.S5)

6. Analyze and correct simulated common errors. (IN.VI.A.S6)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Relationship between angle of attack, airspeed, load factor, aircraft configuration, 

aircraft weight, and aircraft attitude. (IN.VI.A.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.A.R2)

3. Understanding how environmental elements affect aircraft performance.

4. Collision avoidance procedures. (IN.VI.A.R3)
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Task B. Power-On Stalls (Proficiency)

Reference FAA-H-8083-9

Objective

To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with Power-On Stalls.

NOTE: In some high performance airplanes, the power setting may have to be reduced 

below the practical test standards guideline power setting to prevent excessively high 

pitch attitudes (greater than 30° nose up).

Knowledge

The applicant demonstrates understanding by describing:

1. Aerodynamics of power-on stalls. (IN.VI.B.K1)

2. Relationship of various factors such as landing gear and flap configuration, weight, 

center of gravity, load factor, and bank angle to stall speed. (IN.VI.B.K2)

3. Flight situations where unintentional power-on stalls may occur. (IN.VI.B.K3)

4. Entry technique and minimum entry altitude. (IN.VI.B.K4)

5. Performance of power-on stalls in climbing flight (straight or turning). (IN.VI.B.K5)

6. Coordination of flight controls. (IN.VI.B.K6)

7. Recognition of the first indications of power-on stalls. (IN.VI.B.K7)

8. Recovery technique and minimum recovery altitude. (IN.VI.B.K8)

9. Common errors related to power-on stalls. (IN.VI.B.K9)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain power-on stalls, in climbing flight (straight 

or turning), with selected landing gear and flap configurations, from an 

instructional standpoint. (IN.VI.B.S1)

2. Analyze and correct simulated common errors related to power-on stalls, in 

climbing flight (straight or turning), with selected landing gear and flap 

configurations. (IN.VI.B.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, and aircraft attitude. (IN.VI.B.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.B.R2)

3. Understanding how environmental elements affect aircraft performance. 

(IN.VI.B.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.B.R4)

5. Collision avoidance procedures. (IN.VI.B.R5)
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Task C. Power-Off Stalls (Proficiency)

Reference FAA-H-8083-3

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with Power-Off Stalls.

Knowledge

The applicant demonstrates understanding by describing:

1. Aerodynamics of power-off stalls. (IN.VI.C.K1)

2. Relationship of various factors such as landing gear and flap configuration, weight, 

center of gravity, load factor, and bank angle to stall speed. (IN.VI.C.K2)

3. Flight situations where unintentional power-off stalls may occur. (IN.VI.C.K3)

4. Entry technique and minimum entry altitude. (IN.VI.C.K4)

5. Performance of power-off stalls in descending flight (straight or turning). (IN.VI.C.K5)

6. Coordination of flight controls. (IN.VI.C.K6)

7. Recognition of the first indications of power-off stalls. (IN.VI.C.K7)

8. Recovery technique and minimum recovery altitude. (IN.VI.C.K8)

9. Common errors related to power-off stalls. (IN.VI.C.K9) 

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain power-off stalls, in descending flight 

(straight or turning), with selected landing gear and flap configurations, from an 

instructional standpoint. (IN.VI.C.S1)

2. Analyze and correct simulated common errors related to power-off stalls, in 

descending flight (straight or turning), with selected landing gear and flap 

configurations. (IN.VI.C.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, and aircraft attitude. (IN.VI.C.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.C.R2)

3. Understanding how environmental elements affect aircraft performance. 

(IN.VI.C.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.C.R4)

5. Collision avoidance procedures. (IN.VI.C.R5)
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Task D. Cross-Controlled Stalls

Reference FAA-H-8083-9

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with Cross-controlled Stalls.

Knowledge

The applicant demonstrates understanding by describing:

1. Aerodynamics of cross-controlled stalls. (IN.VI.D.K1)

2. Effects of crossed controls in gliding or reduced airspeed descending turns. 

(IN.VI.D.K2)

3. Flight situations where unintentional cross-controlled stalls may occur. (IN.VI.D.K3)

4. Entry technique and minimum entry altitude. (IN.VI.D.K4)

5. Recognition of cross-controlled stalls. (IN.VI.D.K5)

6. Recovery technique and minimum recovery altitude. (IN.VI.D.K6)

7. Common errors related to cross-controlled stalls. (IN.VI.D.K7)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain a cross-controlled stall in a specified 

configuration. (IN.VI.D.S1)

2. Analyze and correct simulated common errors related to a cross-controlled stall in a 

specified configuration. (IN.VI.D.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, aircraft attitude, and uncoordinated control 

inputs. (IN.VI.D.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.D.R2)

3. Understanding how environmental elements affect aircraft performance. (IN.VI.D.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.D.R4)
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Task E. Elevator Trim Stalls (Demonstration)

Reference FAA-H-8083-9

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with Elevator Trim Stalls.

Knowledge

The applicant demonstrates understanding by describing:

1. Aerodynamics of elevator trim stalls. (IN.VI.E.K1)

2. Hazards of inadequate control pressures to compensate for thrust, torque, and upelevator trim during go-around and other related maneuvers. (IN.VI.E.K2)

3. Entry procedure and minimum entry altitude. (IN.VI.E.K3)

4. Recognition of elevator trims stalls. (IN.VI.E.K4)

5. Importance of recovering from an elevator trim stall immediately upon recognition. 

(IN.VI.E.K5)

6. Common errors related to elevator trim stalls. (IN.VI.E.K6)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain elevator trim stalls, in selected landing gear 

and flap configurations. (IN.VI.E.S1)

2. Analyze and correct simulated common errors related to elevator trim stalls in 

selected landing gear and flap configurations. (IN.VI.E.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, and aircraft attitude. (IN.VI.E.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.E.R2)

3. Understanding how environmental elements affect aircraft performance. 

(IN.VI.E.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.E.R4)
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Task F. Secondary Stalls (Demonstration)

Reference FAA-H-8083-9

Objective To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with Secondary Stalls.

Knowledge

The applicant demonstrates understanding by describing:

1. Aerodynamics of secondary stalls. (IN.VI.F.K1)

2. Flight situations where secondary stalls may occur. (IN.VI.F.K2)

3. Hazards of secondary stalls during normal stall or spin recovery. (IN.VI.F.K3)

4. Entry procedure and minimum entry altitude. (IN.VI.F.K4)

5. Recognition of a secondary stall. (IN.VI.F.K5)

6. Recovery procedure and minimum recovery altitude. (IN.VI.F.K6)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain secondary stalls, in selected landing gear 

and flap configurations. (IN.VI.F.S1)

2. Analyze and correct simulated common errors related to secondary stalls in selected 

landing gear and flap configurations. (IN.VI.F.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, and aircraft attitude. (IN.VI.F.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.F.R2)

3. Understanding how environmental elements affect aircraft performance. 

(IN.VI.F.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.F.R54)
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Task G. Spins

Reference FAA-H-8083-3

Objective

To determine the applicant exhibits instructional competence in the elements, skills and 

risk management associated with Spins.

NOTE: At the discretion of the examiner, a logbook record attesting applicant 

instructional competency in spin entries, spins, and spin recoveries may be accepted in 

lieu of this Task. The flight instructor who conducted the spin instruction must certify the 

logbook record.

Knowledge

The applicant demonstrates understanding by describing:

1. Anxiety factors associated with spin instruction. (IN.VI.G.K1)

2. Aerodynamics of spins. (IN.VI.G.K2)

3. Airplanes approved for the spin maneuver based on airworthiness category and 

type certificate. (IN.VI.G.K3)

4. Relationship of various factors such as configuration, weight, center of gravity, and 

control coordination to spins. (IN.VI.G.K4)

5. Flight situations where unintentional spins may occur. (IN.VI.G.K5)

6. How to recognize and recover from imminent, unintentional spins. (IN.VI.G.K6)

7. Entry procedure and minimum entry altitude for intentional spins. (IN.VI.G.K7)

8. Control procedure to maintain a stabilized spin. (IN.VI.G.K8)

9. Orientation during a spin. (IN.VI.G.K9)

10. Which instrument(s) are reliable for determining the direction of spin to affect 

recovery and which are not. (IN.VI.G.K10)

11. Recovery procedure and minimum recovery altitude for intentional spins. 

(IN.VI.G.K11)

12. Effects of inappropriate recovery control inputs. (IN.VI.G.K12)

13. Common errors related to performing spins. (IN.VI.G.K13)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain a spin. (IN.VI.G.S1)

2. Analyze and correct simulated common errors related to spins. (IN.VI.G.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, and aircraft attitude. (IN.VI.G.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.G.R2)

3. Understanding how environmental elements affect aircraft performance. 

(IN.VI.G.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.G.R4)

5. Uncoordinated flight. (IN.VI.G.R5)

6. Understanding the hazards associated with the improper application of flight control 

inputs during the spin recovery. (IN.VI.G.R6)
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Task H. Accelerated Maneuver Stalls (Demonstration)

Reference FAA-H-8083-3, FAA-S-8081-14; POH/AM.

Objective To determine the applicant exhibits instructional competence in the elements, skills, and 

risk management associated with demonstrating accelerated maneuver stalls.

Knowledge

The applicant demonstrates understanding by describing:

1. Aerodynamics of accelerated maneuver stalls in various aircraft configurations and 

attitudes. (IN.VI.H.K1)

2. The maneuver in relation to realistic flight scenarios. (IN.VI.H.K2)

3. Circumstances that can lead to an inadvertent spin. (IN.VI.H.K3)

4. Approach to stall and full stall indications. (IN.VI.H.K4)

5. Aircraft inputs required to maintain heading or bank angle. (IN.VI.H.K5)

6. Efficient stall recovery procedure. (IN.VI.H.K6)

7. Importance of establishing the correct aircraft configuration during the recovery 

process and the consequences of failing to do so, as applicable. (IN.VI.H.K7)

8. Hazards of accelerated stalls during stall or spin recovery (IN.VI.H.K8)

9. Entry procedure and minimum entry altitude. (IN.VI.H.K9)

10. Recognition of the accelerated stall. (IN.VI.H.K10)

11. Recovery procedure and minimum recovery altitude. (IN.VI.H.K11)

Skills

The applicant demonstrates instructional ability to:

1. Demonstrate and simultaneously explain accelerated maneuver stall. (IN.VI.H.S1)

2. Analyze and correct simulated common errors related to accelerated stalls. 

(IN.VI.H.S2)

Risk 

Management

The applicant applies risk identification, assessment, and mitigation principles to:

1. Dynamic aerodynamic relationship between angle of attack, airspeed, load factor, 

aircraft configuration, aircraft weight, and aircraft attitude. (IN.VI.H.R1)

2. Recognizing and responding appropriately to all indications of high angle of attack, 

to include aircraft performance indications, airframe buffet, and stall warning 

systems. (IN.VI.H.R2)

3. Understanding how environmental elements affect aircraft performance. (IN.VI.H.R3)

4. Understanding the required actions for aircraft maximum performance and the 

consequences of failing to do so. (IN.VI.H.R4)

5. Scenarios during which an accelerated stall can occur. (IN.VI.H.R5)
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SECTION 3: CFI INSTRUMENT AIRPLANE AND HELICOPTER

Completion Standards

Knowledge Test

(a) Pass the appropriate Knowledge Test

Practical Test

(a) To determine the instructor-applicant can:

(1) Demonstrate instructional knowledge of the tasks, and

(2) Facilitate the learning of subject material, and 

(3) Explain and demonstrate the maneuvers, and 

(4) Exemplify risk management skills, and

(5) Promote professionalism, and

(6) Analyze and correct common student errors found in the Instrument Rating ACS. 
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SECTION 4: CFI ROTORCRAFT HELICOPTER

Completion Standards

Knowledge Test

(a) Pass the appropriate Knowledge Test

Practical Test

(a) To determine the instructor-applicant can:

(1) Demonstrate instructional competence of the tasks, and

(2) Facilitate the learning of subject material, and 

(3) Explain and demonstrate the maneuvers, and 

(4) Exemplify risk management skills, and

(5) Promote professionalism, and

(6) Analyze and correct common student errors found in the Commercial Pilot – Helicopter ACS.
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SECTION 5: CFI GLIDER

To be determined.
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SECTION 6: CFI SPORT PILOT

To be determined.
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APPENDIX 1: REFERENCES

This ACS is based on the following 14 CFR parts, FAA guidance material, manufacturer’s publications, 

and other documents.

14 CFR part 1 Definition and Abbreviations 

14 CFR part 23 Airworthiness Standards: Normal, Utility, Acrobatic, and Commuter Category 

Airplanes 

14 CFR part 39 Airworthiness Directives

14 CFR part 43 Maintenance, Preventive Maintenance, Rebuilding, and Alteration

14 CFR part 61 Certification: Pilots, Flight Instructors, and Ground Instructors

14 CFR part 67

14 CFR part 91 General Operating and Flight Rules

AC 00-2 Storage and Distribution of Aeronautical Supplies 

AC 61-65 Certification: Pilots and Flight and Ground Instructors 

AIM Aeronautical Information Manual

FAA-H-8083-3 Airplane Flying Handbook

FAA-H-8083-9 Aviation Instructor’s Handbook

FAA-H-8083-23 Seaplane, Skiplane, and Float/Ski Equipped Helicopter Operations Handbook

FAA-H-8083-25 Pilot’s Handbook of Aeronautical Knowledge

FAA-S-8081-12 Commercial Pilot Practical Test Standards for Airplane

FAA-S-8081-14 Private Pilot Practical Test Standards for Airplane (SEL, MEL, SES, MES)

NTSB part 830 Notification and Reporting of Aircraft Accidents or Incidents and Overdue 

Aircraft, and Preservation of Aircraft Wreckage, Mail, Cargo, and Records 

POH/AFM Pilot’s Operating Handbook/FAA-Approved Aircraft Flight Manual

NOTE: Users should reference the current edition of the reference documents listed above. The current 

edition of all FAA publications can be found at www.faa.gov.
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APPENDIX 2: ABBREVIATIONS AND ACRONYMS

The following abbreviations and acronyms are used in this ACS.

14 CFR Title 14 of the Code of Federal Regulations

AC Advisory Circular

ACS Airman Certification Standards

AFM Airplane Flight Manual 

AFS Flight Standards Service

AGI Advanced Ground Instructor

AGL Above Ground Level

AME Airplane Multiengine

AOA Airport Operations Area

ASE Airplane Single Engine

BGI Basic Ground Instructor

FAA Federal Aviation Administration

FADEC Full Authority Digital Engine Control

FOI Fundamentals of Instructing

G Glider

IA Instrument Airplane

IGI Instrument Ground Instructor

IH Instrument Helicopter

IMC Instrument Meteorological Conditions

MCI Military Competency Instructor

NAS National Airspace System

NTSB National Transport Safety Board

POH Pilot’s Operating Handbook

PTS Practical Test Standards

RG Rotorcraft Gyroplane

RH Rotorcraft Helicopter

SMS Safety Management System