Part 1 development checklist and Part 2 completion
This checklist supports Part 1 development. For practical FFS completion, use the Part 2 four-level rubric and records linked below.
Progress reviews follow Details 3 and 7. Detail 10 is the final observed instructional detail. Assessment concerns the TRI candidate’s instructor performance, not the operating pilots’ flying standard.
The Part 2 rubric uses four levels: 1 — unsafe or ineffective; 2 — developing; 3 — course standard; 4 — strong course standard. Completion requires level 3 or above in every critical area, satisfactory progress reviews, completed mandatory training and records, and no unresolved safety concern or recurring weakness.
Course outcomes are course standard met, further training required, or course discontinued. Course completion does not replace the formal TRI Assessment of Competence or confer TRI privileges or EBT instructor authorisation.
Assessment — TRI Candidate Course Completion Checklist
MaxFli Aviation TRI Development Programme
Competency-based / EBT-aligned instructor development · British English
Candidate: ___
Course dates: __
Type / privilege target: TRI / SFI / other (state): ______
Tutor / Course Director: _____
This checklist records MaxFli course completion evidence. It does not replace the Authority / ATO Assessment of Competence for the grant of TRI privileges, nor a Flight Crew CRMT classroom appointment (UK CAA SD29 v9.1). Use alongside official forms required by the ATO.
A. Knowledge & professional foundations
| # | Criterion | Evidenced (Y/N) | Initials / date | Notes |
|---|---|---|---|---|
| A1 | Explains TRI role, boundaries, and professional standards | |||
| A2 | Distinguishes facilitator vs expert-pilot behaviours | |||
| A3 | Describes EBT Evaluation phase / Manoeuvres training phase / Scenario-based training phase and coaching implications (Doc 9995 Ch 7 terms) | |||
| A4 | Uses ICAO-aligned competency set accurately for instructional discussion | |||
| A5 | Integrates TEM as an instructional theme (design, observe, debrief) | |||
| A6 | Explains Part FCL operational-environment TEM/CRM teaching vs classroom CRMT pathway (SD29 v9.1 awareness) | |||
| A7 | States Doc 9995 instructor focus areas (evidence, strengths, root causes, safety margins — 6.3.3 paraphrased) |
B. Briefing & debriefing
| # | Criterion | Evidenced (Y/N) | Initials / date | Notes |
|---|---|---|---|---|
| B1 | Delivers brief stating objectives (competency standard / handling / TEM), phase structure, competencies, and intervention policy | |||
| B2 | Facilitates debrief with guided discovery and clear statement of standard | |||
| B3 | Balances both crew members; avoids personality labelling | |||
| B4 | Produces tailored next-training outcome from evidence |
C. Design & TEM
| # | Criterion | Evidenced (Y/N) | Initials / date | Notes |
|---|---|---|---|---|
| C1 | Designs or adapts a scenario with competency targets and deliberate threats | |||
| C2 | Shows tailor-up / tailor-down logic without leaving approved objectives | |||
| C3 | Avoids gotcha / firehose design faults | |||
| C4 | Integrates CRM/TEM training into FSTD delivery (not only debrief discussion) |
D. Observation, notes & judgement
| # | Criterion | Evidenced (Y/N) | Initials / date | Notes |
|---|---|---|---|---|
| D1 | Observation notes factual, tagged, review-ready; strengths + root causes; technical + CRM/NTS | |||
| D2 | Separates training vs assessment behaviours appropriately | |||
| D3 | Makes fair further-training / progress recommendations with evidence |
E. Practical FFS instructional skills
| # | Criterion | Evidenced (Y/N) | Initials / date | Notes |
|---|---|---|---|---|
| E1 | Seat craft / control transfer discipline | |||
| E2 | Proportionate intervention ladder; safety prioritised | |||
| E3 | IOS / freeze / reposition used to serve objectives | |||
| E4 | Maintains instructional SA (aircraft + learner + plan) | |||
| E5 | Matches coaching intensity to declared EBT phase | |||
| E6 | Facilitates self-analysis; role-models CRM; assesses non-technical performance fairly with technical |
F. Attitude & professional conduct
| # | Criterion | Evidenced (Y/N) | Initials / date | Notes |
|---|---|---|---|---|
| F1 | Punctual, prepared, respectful, confidential | |||
| F2 | Receptive to tutor feedback; reflective practice completed | |||
| F3 | No integrity concerns (records, standards, fairness) |
Completion decision
| Result | Tick |
|---|---|
| Completed to MaxFli TRI course standard — recommended to proceed to ATO/Authority AoC process as applicable | |
| Completed with development points — list mandatory follow-up before AoC recommendation | |
| Not yet complete — additional training required (specify) |
Development points / additional training:
Tutor statement: I confirm the evidence above is based on observed performance during this course.
Tutor signature: __ Date: ______
Candidate acknowledgement: I have discussed this outcome and any development points.
Candidate signature: __ Date: ______
MaxFli Aviation — Captain Graham Croft, Boeing 777 TRI/TRE/SFI/SFE · London · Worldwide contracted training