Initial CFI Checkrides.

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.