Scenario 1.  Pilot shows up in a Cessna C-162 (Skycatcher) for a private pilot checkride.  Pilot weighs 225 pounds, DPE is 180 pounds and the fuel tanks are toped off.  Pilot presents a weight & balance with the airplane within CG but clearly above Max Gross Weight.  When asked about it, the applicant says "My CFI is 200 pounds and the airplane flies fine"

Scenario 2.  Commercial pilot shows up for his multi engine checkride.  Shortly after take off the right engine oil temp goes above the red line and does not go down when in cruise.  Pilot said "it always does that and the mechanic says it's OK."

Scenario 3.  Initial CFI applicant flying a Vans RV-12.  During the run up the pilot notes the engine is running hotter than what he normally sees.  He hasn't flown this particular RV-12 before but its running hotter than the one he usually flies.  Pilot discontinues the run-up and returns to the ramp.

Scenario 4.  Commercial applicant flying a DA-40.  As part of her preflight, she sumps the fuel into a plastic jar and puts it into the baggage compartment (yes the jar is 1/2 filled with fuel).  When asked about that she responds with "that's school policy".
 
All four of these scenarios are real and have happened in the last 6 months.   

Last year I did about 60 initial CFI check rides and this year is on track to beat that!  Since January, I've done 19.  As you well know, an examiner is required to test the knowledge test codes missed on the knowledge test.  I'm seeing a lot of initial CFI applicants missing the same questions on the knowledge tests.  The 2 most popular Tasks are Navigation and Cross-Country Flight Planning (specifically AI.II.K5)  and Performance and Limitations (specifically AI.II.K2e).

These will get added to the check ride in a scenario.  For example, "we are to the point of planning our students first ever cross country.  Pick some place you want to go and teach me how to prepare the cross country" or "Teach me how to prepare a weight and balance for our flight with you, me and the 35 lbs. of crap we have in the baggage compartment".  Notice how I leave everything up to you.  Im the student.  If I haven't assigned the Task before the check ride, I'll give you 15-20 to prepare something.  

So here's a few suggestions to help get through this successfully.  1. Be really familiar with the subject matter missed on your knowledge tests.  2. Prepare and use lesson plans developed as part of your CFI training.  I found the best applicants prepare their own lesson plans but it is ok to use commercially produced ones (just go in and modify them for your own use).  3. Use the Private, Commercial and/or CFI ACS to insure you cover the elements needed.  

Here are some common errors Im noticing:  

Cross country planning: 1. Using Magnetic Course in place of True Course.  2. Not correcting to a common measurement (example the airplane POH is in MPH and the distance obtained off of the sectional was in Nautical Miles or when determining ground speed and cross wind correction using an TAS in MPH while the winds aloft is in Knots). 3. Not applying Deviation.  4. Not applying Notes from the performance charts (example reduction of cruise speed for missing wheel pants.

Weight & Balance:  1.  Not being able to find a current weight and balance in the POH.  2. Using a sample aircraft weight and balance and presenting it as "the real" weight and balance.  3.  Being able to define terms.  4.  Using a "cheat sheet" but the information on that "cheat sheet" is incorrect. 5. Being able to describe the "why and how" operating outside the CG limits is unsafe.

Circling Approaches have several regulatory and safety issue to consider.  Here are some great sources of info to consider as part of your risk management process.  Click the link to find the info.

Operations Attachment 19 - FAA Circle Approach GuidanceNTSB (.gov)https://data.ntsb.gov › Document › docBLOB

https://www.faa.gov/media/12381

​https://www.faa.gov/media/14661

​https://www.ntsb.gov/advocacy/safety-alerts/Pages/SA-084.aspx
​

I'm sure I'm going to get hate mail over this but hear me out.

Some flight schools, CFI and students are hard to deal with. Applicants aren't qualified. Aircraft that aren't legal or in poor maintenance condition. Missing paperwork. Frequent cancelations, delays and/or No shows. Instructors that don't care and students that consistently perform poorly. Why should an examiner put up with this? A lot of DPEs simply won't return phone calls, texts or emails from people they don't regularly work with because of this.

Now we all know that all examiners talk with each other. They share experiences. Like Santa, they know who's been naughty and who's been nice. Why not enjoy a nice checkride experience at a good school and not deal with the dumpster fire at the other?  I like to watch a good dumpster fire every now and then but then I'd rather sip my tea from a safe distance and not get involved.

I travel for some of my rides.  I've quickly discovered there's a reason why some schools are adding perks and cash incentives to do rides at their location, the local examiners simply don't want to deal with them. This hasn't been just my experience. One examiner friend had a dozen rides he couldn't do in one month due to the stuff listed above. Another examiner friend traveled 300 miles to do 8 rides over 4 days at one school. Only 3 were accomplished for a variety of reasons (non weather related). These schools are very vocal about there being an examiner shortage. They complain to everyone. Kind of like a 2 year old throwing a fit.  "Call the FSDO", "Contact your Senator" you see the post on a variety of social media. In reality, they'd get more help if they got their act together and provided a trouble free checkride experience for the examiner.

The FAA has issued some update in the last few months.  Here are few you should be aware of....

New 8710-1, Privacy Statement and Pilots Bill of Rights.
https://www.faa.gov/documentLibrary/media/Form/FAA_Form_8710-1_12-2024_final.pdf

Aviation Weather Handbook
https://www.faa.gov/regulationspolicies/handbooksmanuals/aviation/faa-h-8083-28a-aviation-weather-handbook

All FAA certificate holders must have a Physical US Address on file with the FAA.  
https://www.federalregister.gov/documents/2024/10/08/2024-22000/us-agents-for-service-on-individuals-with-foreign-addresses-who-hold-or-apply-for-certain

Changes to Part 61 regarding CFI expirations, currency and the requirements to teach initial CFI
https://www.federalregister.gov/documents/2024/10/08/2024-22000/us-agents-for-service-on-individuals-with-foreign-addresses-who-hold-or-apply-for-certain

AC 61.65J Endorsements
https://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/documentID/1043278

TSA requirements for CFI to have an account
https://www.fts.tsa.dhs.gov/home

The easy answer: get a high score on your knowledge test.

Did you know there is no requirement for an evaluator to test every knowledge and risk management element in a Task?  The evaluator has discretion to sample as needed to ensure the applicant's mastery of that Task. The required minimum elements to be tested from each applicable (or required) Task include:

• Any element in which the applicant was shown to be deficient on the knowledge test;
• At least one knowledge element;
• At least one risk management; and
• All skill elements, unless otherwise noted.

Let's use the initial CFI checkride as an example. The FIA knowledge test has 100 questions on it.  If you get a passing score of 70% that means the evaluator is required to test all 30 of the missed elements (questions) adding significant time to the test.     

Now, the evaluator doesn't know the exact knowledge test question missed, but they do know the ACS test element missed from the ACS codes on the knowledge test report. These elements are primarily tested during the ground/oral portion of the checkride. A good evaluator could use some, or all,  of those missed elements to develop a realistic scenario to shorten the test.  For example, I recently had a initial CFI applicant with the following ACS element codes on the knowledge test:

• AI.II.D.K2: Airplane stability, maneuverability and controllability
• AI.II.F.K2E: Factors affecting performance: Loading & Weight and Balance
• AI.II.F.K3: Weight and Balance terms including........
• AI.II.F.R4: Exceeding weight limits
• AI.II.F.R6: Shifting, adding, and removing weight

I think you can see the scenario here. The scenario was, "teach a student pilot how to do a weight and balance and explain the hazards associated with flying outside of the aircraft CG Envelope."

Now the issue. Most recommending CFIs fail to adequately review the missed elements on the knowledge test. They sign off the required 61.39 endorsement saying they reviewed it, but I have found those elements to be pretty weak during checkrides.  

Make your checkride as easy as you can by scoring high on the knowledge test and really bone up on your knowledge on the elements you did miss.

I've been doing a boat load of Initial CFI rides this last year, averaging about 7 per month.  Needless to say, the initial CFI test is probably the hardest and longest test an applicant will take.  Why?  Well a lot of it depends on the applicant.   Let's take the Knowledge test for an example.  If an applicant has a passing score in the 70s on the FIA or FOI, the oral will take considerably longer and one with scores in the 90s.  The DPE is required to through every one of those Learning Statement Codes.  While a DPE maybe able to use some of those codes and combine Tasks in a scenario, it's still going to add significant time to the test.  

Another reason affecting the length of time is the preparedness of the applicant.  Some have gone through and developed lesson plans and others have not (if you have them, you can use them).  Some have brought all the reference material known to man and others try to download it off the internet during the oral.  (I can't believe CFI applicants show up without reference materials or haven't downloaded and saved the info to their EFB beforehand.)

One of the things I like to do is to use scenarios and test at the correlative level of learning.  It allows me to cover multiple Areas of Operations and Tasks all at once.  The problem for some CFI applicants is they only have a rote level of knowledge.  In other words, they maybe able to spit out some mnemonic memory aid but are unable to apply it or teach it.  A classic example occurs on my instrument/CFII orals.  I'll present a TAF and ask if an alternate is required base on our ETA.  Most answer incorrectly.  I'll ask what the rule is and they can recite that but then I ask to look at the TAF again...still getting it wrong.  

The CFI ACS allows a DPE to sample from the Tasks.  In other words, the DPE doesn't  have to ask every single element from the chosen Task.  Some of those Task and Elements are  required to be tested but not all of them.  This allow the DPE to pick and choose to test the applicants mastery in said Task.  A good example of this is Area of Operations I, Task K from the CFI ACS.  Per the Skills section of this task, the DPE must test "at least two of the events specified in the elements or sub-elements of K1 through K5.  Cool, keep it short, keep it simple right?  Well, what if the CFI applicant gets those two elements wrong?  Does that mean the DPE can, or should, continuing testing in those elements until the applicant gets 2 correct?  Nope.  The FAA doesn't allow that.  In this case, the applicant didn't show adequate knowledge in logbook entries and endorsement.  

Another way for the DPE to shorten the CFI practical test is to combine Tasks.  An example of this might be combining Area of Operation I, Task F "Elements of Effective Teaching that include Risk Management and Accident Prevention" with any other AOO or Task.  For example Night flying (AOO II, Task M) or any flying Task, like Area of Operation VII, Takeoffs, Landing and Go-Arounds .  In this situation does failing one Task mean failing both Task?  That depends and would rely on the judgement of the DPE.  I've seen CFI applicants able to discuss the Risks and Hazards of stalls but not be able to understanding why/how stalls occur.  So some credit could be given.  

The flight portion of the initial CFI can be conducted a little differently than other practical test.  The DPE is allowed to do some of the flying to emulate a student pilot.  I like to do this to see if the applicant can pick out the common errors and make suggestions for corrections.  A couple of  things I've been seeing a lot of lately is the CFI appliacant is afraid to let student actually fly the aircraft and/or the CFI takes the controls without going through a positive control transfer.   In the first situation, the CFI applicant is overriding the controls and not letting the student make errors or corrections to those errors.  In the second, the student doesn't know who is actually flying the airplane.  Don't get me wrong here, there is a time and place to take the controls for the safety of flight but the student must be able to make and correct errors on their own in order to learn.  Plus, the student will not build self confidence if the CFI always takes over for any little error.

In the air, the student will do exactly as the CFI tells them to do.  If the CFI tells the student the stall recovery starts by adding power, the student will do that.  Remember the law of Primacy?  Guess what?  Now the CFI and the student have a bigger problem to fix.  So teach it right the first time and every time.  This is the reason the DPE listens to every word you say and watch every action you take.  Words matter!  Don't turn this stuff in to rocket surgery.  Keep things simple and concise.

One suggestion to help with passing this thing is practice teaching.  Do it with other pilots first but remember they basically know what you're talking about.  After you're confident with your delivery, work with students with little or no aviation knowledge (do this under the supervision of an experienced CFI).  You'll be surprised on the questions those students will ask and how one student "gets it" and the other doesn't.

This past January marked my 20th year as a DPE.  Here are just 3 of the things I've learned.

​1.  If you test it, they will teach it

2.  If in doubt, keep testing.

3.  You will attract the type of applicant based on your testing standards.

Yes!  Per FAA 8900.1, Vol.5, Chapter 2, Section 9 Paragraph 5-436.  

​5-436 AIRCRAFT AND EQUIPMENT REQUIREMENTS. Section 61.45 prescribes the
required aircraft and equipment for a practical test. The regulation states the minimum aircraft
registration and airworthiness requirements as well as the minimum equipment requirements, to
include the minimum required controls. Consistent with § 61.45(b) and (d), the aircraft must
have:
• The flight instruments necessary for controlling the aircraft without outside
references,
• The radio equipment required for ATC communications,
• The ability to perform IAPs, and
• GPS equipment must be instrument certified and contain the current database, if
installed