NAFI Summit 2023

MOSAC - Modification of Special Airworthiness Certificate

1. FAA is making sure that Light Sport Aircraft are more available. Less expensive more modern. Maybe safer. 

2. Likely to cover a stall speed increase that directly affects gross weight.  Could extend to 3000 lbs compared to the current 1322 lbs (600kg.)

3. The comment period was extended an additional 90 days.

4. Goes to executive review and also by DOT next. 

141 Rule changes and DPE shortage

1. Seems like they will lean on self-examining authority to ease the shortage. 

2. Modernizing 141 Reg to be more than just a way to build hours and to use VA benefits. 

3. More use of Virtual reality. Technology is there now to use it and get approved. 

1. Removing the expiration date on the CFI certificate.

2. Brad went past his expiration, so he’s really motivated to do it. He missed it by a month. He put the wrong date on his calendar. 

• Reigning in demo flights that are really just doing tours, etc., basically flights not giving instruction, so it’s a 135 flight or 119.1. 

• Being more proactive - Exploring the technology to have your pilot/CFI certificates on your phone - Digital certificates. 

• The wings program needs to be overhauled. Intent is great but always falls to the bottom of priorities. 

DPE PANEL

Doug Stewart 

Mary Schu

Karen Kalishek

• Flight Instructors who don’t want to be instructors. They tell their students to just watch YouTube videos and not monitor or give ground instruction.

• The DPE panel discussed failure rates. Not being able to do pilotage and dead reckoning. Paperwork issues. 

• Mary Scu plugged King Schools for the ACS videos. Mary was the DPE in the video. 

• NAFI president recognized David from SAFE. He said that they are two different organizations that share the same goals. Let the healing begin. 

• FAA says that for the practical test application if you start with paper, you have to finish with paper. 

Mikes DPE exam suggestions - He will give these via a committee and not at the event.

1. Standardize the oral exam. Get several hundred POAs that are straightforward. DPEs would pull from these only. Give the test in a similar way that the A&P practical test is done. Random scenarios out of the DPE’s control. This administers a standardized test where you can’t know the rest ahead of time, and the student has to be prepared in all areas. 

2. Make the flight test more operational and not as much maneuvers-based. 

3. Insist that DPEs not only understand but demonstrate proficiency using an EFB. 

4. Ensure that DPEs are using current technology and resources. 

5. Make paper charts and books the backup, not the primary means, during the entire test. 

Running a Flight School Business

Our Mission statement for CFI Bootcamp? To provide quality accelerated CFI training that compresses the time but not the quality to produce an income-generating career. 

1. Great quote by one of the panel. We train operators in the cockpit and train aviators on the ground. 

2. For scheduling lessons, Ned does 4-hour blocks. Sets the expectation. No 1.5 hours and then racing back to the office. 

3. Build natural breakpoints in scheduling. No back-to-backs. It burns people out and may violate labor laws. 

4. Our competition in our business is RVs and Boats. We are selling a lifestyle. 

   
   

Five things CFIs get wrong teaching GPS - Gary Reeves

Content Summary.

1. Must check for GPS alerts prior to IFR flight

2. Must do display output test   Check the Garmin manual to see what’s required

3. The G5 has mandatory checks/output tests. 

4. Teaching procedural errors. Never activate vectors to final and never use GPS to simulate DME.  GPS is not slant range, so the Arc will be a different distance.  Why not use vectors to final? Centers can’t vector you to final. The must have you go to an IAF on an RNAV approach. If a controller changes their mind when vectoring to now an IAF, the IAF won’t be in the flight plan. Vectors to final remove all fixes prior to the FAF.

5. Don’t monitor raw data and fly the GPS track on LOC Approach.

6. Don’t rely on auto switch. (When the G1000 automatically switches from GPS to LOC on the HSI, for example.)  Sometimes it doesn’t work.  Also, large intercept angles may cause no auto switch. 

7. The auto switch feature was never designed as a labor-saving tool. It was designed as a backup, in case you forget.  

8. Not teaching malfunctions. 

9. Don’t use the circuit breaker to fail the GPS.  This can cause avionics damage. 

10. Do 6 hours of ground prior to teaching GPS in the airplane. 

11. You must perform a RAIM test on a WAAS-enabled GPS if there is a WAAS NOTAM. 

12. The ForeFlight ICAO settings are incorrect. Gary has fixed them.  Contact him for more info. 

Slips and skids 

1. Uncoordinated flight is not created equal. Slips aren’t nearly as dangerous as skids. 

2. In a slip, there is not enough rudder for the turn rate. The rudder will be opposite to the aileron. 

3. In a skid, there is too much rudder for the turn rate. The rudder will be in the same direction as the ailerons. 

4. When slipping, the fuselage generated lift that opposed weight. This means the wings don’t support as much weight, and the stall speed goes down. 

5. When in a skid, the fuselage is not generating lift, so the wings work harder. 

6. An airplane will spin in the direction of the applied rudder. 

7. In a slip, the airplane will come through level bank first. 

8. In a skid, the airplane is already banking in the direction of the rudder. The airplane will not go through level first. 

   
   

Evaluating the older pilot

1. Cognitive function declines with age but can be offset with past combined with recent experience. 

2. Radio communications decline first. 

   
   

DAY TWO

Creating Training Scenarios by Leveraging Decision-Making Models - Kevin Boo

Scenarios develop deeper knowledge. 

Three models. PAVE, 5P, DECIDE.

1. PAVE - Pilot, Airplane, EnVironment, External Pressures.

2. 5P Checklist - Pilot, Plane, Passengers, Plan, Programming.

3. DECIDE - DETECT A CHANGE HAS OCCURRED (The problem), ESTIMATE (the need to react), CHOOSE (Course of action), IDENTIFY (Solutions), DO (The necessary actions), EVALUATE (The effect of the action.)

To create a scenario, do the following:

1. Work backward from a traditional lesson plan.  

2. Set the endpoint, what is the desired outcome?  What do I want the student to see/experience? 

3. Set the trigger. How will the student recognize the problem? The student should then implement a decision-making model. 

4. Set the story - Create the scenario

   
   

Base to Final Turn - Ed Wischmeyer

1. Low-speed, low angle of arrack spirals are as dangerous as a spin. 

2. Banking 50 degrees while lowering the nose to 30 degrees pitch down results in a 4000 ft/min descent - recovery took 400 feet. The ground impact would be 3 seconds. This assumes immediate corrective control input, which is not realistic. 

3. These types of accidents are still misclassified by NTSB as stall spin. 

4. Where this is an issue is when overshooting base to final. Overbanking and lowering the AOA results in this spiral. 

5. The solution is to accept the overshoot and go around.