Training & Certification
FAA Proposes Post-Activity Survey to Monitor Pilot Examiners
The FAA proposes a voluntary survey for pilots to evaluate Designated Pilot Examiners, aiming to improve oversight and consistency in practical tests.
This article is based on official government documents and public notices from the Federal Aviation Administration.
FAA Proposes “Post-Activity Survey” to Monitor Designated Pilot Examiners
The Federal Aviation Administration (FAA) has initiated a public comment period for a new oversight program designed to gather data on Designated Pilot Examiners (DPEs). In a move mandated by Congress, the agency proposes a voluntary “Post-Activity Survey” for pilots immediately following their practical tests. The initiative aims to address long-standing industry concerns regarding consistency, professionalism, and the availability of examiners.
According to the official docket (FAA-2025-5568), published on December 29, 2025, the survey is a direct requirement of the FAA Reauthorization Act of 2024. Specifically, Section 833 of the Act directs the agency to implement a system that tracks the “performance and merit” of examiners. The FAA is currently soliciting public feedback on the proposed information collection methods until the comment deadline of February 27, 2026.
This proposal represents a significant shift in how the FAA oversees the thousands of private contractors who conduct the vast majority of pilot certification events in the United States. By soliciting direct feedback from applicants, the agency hopes to standardize a system that has historically suffered from regional disparities and sporadic oversight.
Survey Mechanics and Scope
The proposed information collection is designed to be a high-volume, low-burden digital survey. The FAA estimates that approximately 49,000 respondents will participate annually. The target audience includes any applicant who has recently completed a practical test for a certificate or rating, regardless of the outcome of the exam.
According to the proposal details, the survey will consist of approximately 12 yes-or-no questions. The agency estimates the time burden for each respondent will be roughly 7 minutes. The questions are structured to gather objective data in four specific categories:
- Professionalism: Evaluating the conduct and demeanor of the examiner during the test.
- Environment: Assessing the suitability of the testing location and atmosphere.
- Content: Verifying whether the exam adhered strictly to the applicable Airman Certification Standards (ACS).
- Duration: Recording the length of both the ground (oral) and flight portions of the exam.
The FAA’s stated objective is to deploy a data-driven system. Rather than relying on anecdotal complaints or random inspections, the agency intends to use this aggregate data to identify outliers, examiners who consistently deviate from the norm in terms of pass rates, exam duration, or professional conduct.
Context: Addressing Systemic Friction
To understand the significance of this proposal, it is necessary to examine the current state of the DPE system. Designated Pilot Examiners are not FAA employees; they are senior pilots authorized to conduct exams on the agency’s behalf. They operate as private contractors and charge market rates for their services.
The reliance on private contractors has created what many in the industry describe as a bottleneck. With fees often ranging from $1,000 to over $2,000 per test, and some examiners demanding cash-only payments, the financial burden on students is substantial. Furthermore, the “customer” dynamic can create conflicts of interest.
The “Santa Claus” Effect vs. Unfair Standards
A primary driver for this legislation is the inconsistency in testing standards. In the aviation community, some examiners are known as “Santa Claus” for their leniency, while others are viewed as unnecessarily harsh or unprofessional. Organizations like the Society of Aviation and Flight Educators (SAFE) have previously noted that “minimal standards” pose a safety risk, citing instances where examiners might skip required maneuvers, such as a “slip to land,” to save time.
Conversely, students have historically lacked a safe, standardized channel to report unprofessional behavior. While the FAA has conducted random phone calls to applicants in the past, there was no systemic mechanism for feedback. This survey aims to close that loop.
Industry Reaction and Concerns
Initial reactions from the pilot community and flight education organizations have been mixed. While there is broad support for weeding out “bad apple” examiners, significant concerns remain regarding the implementation of the survey.
The primary concern among pilots is anonymity. Given that many DPEs operate in small geographic regions and may conduct only a few exams per week, applicants fear that negative feedback could be easily traced back to them. This fear of retaliation could skew the data, as students may hesitate to report honest feedback about an examiner who holds the power to pass or fail them in future ratings.
From the examiner’s perspective, there is apprehension regarding “revenge reviews.” DPEs are concerned that applicants who fail a practical test due to their own lack of preparation might use the survey to punish the examiner. The FAA has stated the system is intended to track “merit,” but the mechanism for filtering out retaliatory complaints remains a point of discussion.
AirPro News Analysis
The introduction of a “Post-Activity Survey” signals that the FAA is moving toward a customer-service model of oversight, similar to feedback loops seen in the private sector. However, the effectiveness of this tool will depend entirely on the nuance of the data collected.
We observe a potential weakness in the “yes/no” question format proposed. A check ride is a complex, dynamic event. Reducing the evaluation of an examiner’s conduct to binary choices may fail to capture the context of a disagreement in the cockpit. Furthermore, while the survey addresses “Professionalism,” it is unclear if it will address the “cash economy” and scheduling behaviors that frustrate many applicants.
Additionally, the volume of data, 49,000 responses annually, will require sophisticated processing to be useful. If the FAA merely collects the data without a robust team to investigate the flags raised, the survey may become a bureaucratic exercise rather than a safety enhancement. The success of Section 833 will be measured not by the number of surveys filled out, but by the tangible standardization of check rides nationwide.
Frequently Asked Questions
Is the survey mandatory?
No. The proposal indicates that the survey is voluntary for applicants.
Will the survey affect my check ride result?
The survey is a “Post-Activity” measure, meaning it is completed after the exam is concluded. It is designed to oversee the examiner, not re-evaluate the pilot.
When does the comment period end?
Public comments on this proposal must be submitted by February 27, 2026.
What is the legal basis for this survey?
The survey is mandated by Section 833 of the FAA Reauthorization Act of 2024, titled “National coordination and oversight of designated pilot examiners.”
Sources
Photo Credit: AOPA
Training & Certification
ATP Flight School Returns to Allegheny County Airport in Pittsburgh
ATP Flight School reopens at Allegheny County Airport, providing accelerated and flexible pilot training programs to meet aviation workforce demands.
This article is based on an official press release from ATP Flight School.
ATP Flight School, the largest flight training provider in the United States, is officially returning to Allegheny County Airport (AGC) in southwestern Pennsylvania this spring. The move brings accelerated airline pilot training back to the Pittsburgh region, aiming to address the ongoing demand for commercial aviators.
According to a company press release, the new AGC location will join ATP’s extensive network of more than 85 training centers across the country. The expansion provides aspiring pilots in the area with direct access to structured, airline-modeled training programs designed to take students from zero experience to the flight deck.
As the aviation industry continues to grapple with workforce challenges, the reestablishment of ATP’s operations at Allegheny County Airport marks a significant boost for local aviation education. The facility has long served as a hub for general and corporate aviation, and the return of a major training provider underscores its growing role in workforce development.
Expanding Training Opportunities in Pittsburgh
In its official announcement, ATP Flight School detailed that students at the AGC facility will have access to its flagship Airline Career Pilot Program. This accelerated, full-time curriculum prepares students for professional careers through airline-backed pathways to major carriers.
For those requiring a different pace, the company also highlighted its Flex Commercial Pilot Program. This option allows students to balance their flight training with college or existing work commitments, offering a more flexible schedule without compromising the quality of instruction.
Addressing the Pilot Shortage
The return of ATP to the Pittsburgh area comes at a critical time for the aviation sector. Industry leaders have repeatedly emphasized the need for robust training pipelines to replace retiring pilots and support airline growth.
Lance Bagnoff, Director of Allegheny County Airport, noted the strategic importance of the flight school’s return in the press release.
“Welcoming ATP Flight School back to Allegheny County Airport strengthens the airport’s role as a center for aviation education and workforce development. As the aviation industry faces a shortage of 24,000 commercial airline pilots in 2026, programs like ATP’s are critical to training the next generation of professional pilots,” Bagnoff stated.
ATP’s Strategic Vision for AGC
ATP Flight School has built its reputation on providing a highly structured, efficient path to a commercial pilot career. The company, which states it has been operating for 40 years, supplies pilots to both regional airlines and corporate operators nationwide.
Michael Arnold, Vice President of Marketing for ATP Flight School, emphasized the company’s commitment to safety and career progression in the press release.
“As ATP expands at Allegheny County Airport, our focus remains on delivering a turnkey, no-compromise airline career solution, paired with an unmatched investment in aircraft and safety,” Arnold said.
AirPro News analysis
We view ATP’s return to Allegheny County Airport as a logical step in the broader industry effort to decentralize pilot training and make it more accessible to regional populations. By placing a training center in southwestern Pennsylvania, ATP taps into a demographic that might otherwise have to relocate to Florida or the Southwest for accelerated flight training.
Furthermore, the cited shortage of 24,000 commercial airline pilots in 2026 highlights the urgency of these expansions. While major airlines have stabilized their hiring somewhat compared to the immediate post-pandemic rush, regional carriers and corporate operators still face significant staffing pressures. Facilities like the one at AGC are essential for maintaining a steady flow of qualified aviators into the talent pool.
Frequently Asked Questions
Where is the new ATP Flight School located?
ATP Flight School is returning to Allegheny County Airport (AGC), located in West Mifflin, Pennsylvania, serving the greater Pittsburgh region.
What programs will be offered at the AGC location?
According to the press release, ATP will offer its accelerated, full-time Airline Career Pilot Program, as well as the Flex Commercial Pilot Program for students needing a more flexible schedule.
How many training centers does ATP Flight School operate?
The company states it operates a network of more than 85 training centers nationwide.
Sources
Photo Credit: ATP Flight School
Training & Certification
Alaska Airlines Adopts Boeing Virtual Airplane Training Platform
Alaska Airlines signs agreement to use Boeing’s Virtual Airplane platform for 737 MAX pilot training, enhancing procedural practice on tablets and computers.
This article is based on an official press release from Boeing.
Alaska Airlines Adopts Boeing’s Virtual Airplane Training Platform
Alaska Airlines has officially signed a license agreement to fully adopt Boeing’s Virtual Airplane training platform. Announced on May 5, 2026, at the World Aviation Training Summit (WATS) in Orlando, Florida, the agreement marks a significant step in modernizing commercial pilot training.
According to the official press release from Boeing, Alaska Airlines transitioned from being a key development partner and beta tester to a full adopter of the technology. The platform is designed to allow pilots to practice procedures outside of traditional simulator environments, utilizing everyday devices.
We note that this shift toward device-agnostic training tools reflects a broader industry trend aimed at accelerating pilot readiness and reducing the bottleneck of physical simulator availability.
Modernizing Pilot Training with Virtual Tools
The Virtual Airplane Platform
The Virtual Airplane system is described by Boeing as a modular, device-agnostic training solution. It enables flight crews to practice authentic, high-fidelity procedures using the Procedures Trainer application on computers and tablet devices.
Currently, the first module is available specifically for Boeing 737 MAX training. The manufacturer stated in its release that it plans to expand the software to include additional Boeing aircraft models in the near future. The platform also features a free-play Flight Management System (FMS) to help operators standardize training and cut down on the time required for simulator familiarization.
Partnership and Industry Impact
From Beta Testing to Full Integration
Alaska Airlines played an instrumental role in shaping the Virtual Airplane platform by providing feedback during its development phase. The airline’s flight operations team plans to integrate the technology directly into their ground school curriculum.
Boeing executives highlighted the collaborative nature of the project in their official announcement.
“Alaska Airlines’ commitment to innovation and safety has been instrumental in the development of Virtual Airplane. We are proud to see this partnership evolve as they move from beta testing to full adoption…”
Chris Broom, Vice President of Commercial Training Solutions at Boeing, provided the statement in the company’s press release, emphasizing the goal of enhancing operational readiness and pilot training.
Airline Perspective
For Alaska Airlines, the adoption of virtual tools is intended to complement, rather than entirely replace, traditional simulator sessions.
“Our collaboration with Boeing on Virtual Airplane has allowed us to provide our pilots with flexible, realistic training tools that complement traditional simulator sessions.”
Jeff Severns, Managing Director of Flight Operations Training for Alaska Airlines, noted in the release that the technology will be used to improve overall training effectiveness and pilot proficiency as it is integrated into their curriculum.
AirPro News analysis
As we observe the commercial aviation sector’s ongoing demand for qualified pilots, the introduction of scalable, remote training solutions like Boeing’s Virtual Airplane represents a practical approach to workforce development. By offloading procedural familiarization to tablets and computers, airlines can reserve highly sought-after full-flight simulators for advanced maneuvers and check rides.
Alaska Airlines’ early involvement as a development partner likely gave the carrier a head start in adapting its training syllabus for the 737 MAX. If successful, this model of device-agnostic training could become a standard requirement for airlines looking to streamline their ground school operations and accelerate pilot readiness without sacrificing safety or quality.
Frequently Asked Questions
What is Boeing’s Virtual Airplane?
According to Boeing’s press release, it is a modular, device-agnostic training solution that allows pilots to practice flight procedures and interact with a virtual Flight Management System (FMS) on tablets and computers.
Which aircraft are currently supported?
The official announcement states that the Procedures Trainer module is currently available for Boeing 737 MAX training, with plans to expand to other models in the future.
Where was the agreement announced?
The formal license agreement between Boeing and Alaska Airlines was announced at the World Aviation Training Summit (WATS) in Orlando, Florida, on May 5, 2026.
Sources: Boeing
Photo Credit: Boeing
Training & Certification
GA Telesis Invests 4.1 Million in Broward College Aviation Training
GA Telesis donates $4.1 million and two Rolls-Royce Trent 800 engines to Broward College to enhance aviation technician training and workforce readiness.
This article is based on an official press release from GA Telesis.
GA Telesis Invests $4.1 Million in Broward College Aviation Workforce Development
GA Telesis, a global aviation and aerospace solutions provider, has announced a landmark $4.1 million contribution to Broward College. The investment is anchored by the donation of two Rolls-Royce Trent 800 jet engines, aimed at enhancing the training of future aviation technicians.
According to the official press release, this initiative is designed to bridge the gap between classroom instruction and real-world operational environments. By providing students with hands-on experience on current-generation widebody engine platforms, the company hopes to significantly enhance workforce readiness.
As airlines continue to extend the operational life of their aircraft, the demand for highly skilled technicians is accelerating. Access to relevant, modern technology is critical for preparing students to meet the evolving demands of global fleets, the company stated.
Empowering the Next Generation of Aviation Technicians
The introduction of the Trent 800 engines into Broward College’s Emil Buehler Aviation Institute represents a significant step forward in technical education. The donated engines will serve as cornerstone training assets within the college’s aviation maintenance programs.
In the press release, GA Telesis leadership emphasized that this level of exposure ensures graduates are workforce-ready upon completing their programs, equipped with the practical knowledge required to maintain modern aircraft.
“This is more than a donation; it is a strategic investment in the future of our industry. By providing students with access to modern engine technology, we are fundamentally changing how aviation technicians are trained.”
Hands-On Experience with Widebody Platforms
Educators at Broward College echoed the importance of this corporate partnership. Having physical access to complex machinery allows students to move beyond theoretical learning and engage directly with the systems they will encounter in the field.
“These Trent 800 engines let our technicians disassemble, inspect, and understand the powerplants they’ll work on throughout their careers.”
Broader Commitment to Industry Development
Beyond the Broward College donation, GA Telesis has demonstrated a continued commitment to developing the aviation workforce and strengthening the broader ecosystem that supports global air transport. According to the company’s statement, they have recently made significant financial gifts to the ISTAT Foundation.
Additionally, the company has pledged a five-year commitment to fund scholarships through ALTA’s Girls with Goals initiative. Operating across 54 locations in 30 countries on six continents, GA Telesis provides integrated solutions including parts distribution, logistics, leasing, and maintenance, repair, and overhaul (MRO) services.
AirPro News analysis
We note that investments in technical training infrastructure are becoming increasingly vital as the aviation industry faces a well-documented shortage of qualified maintenance personnel. By placing operational widebody engines directly into educational facilities, companies like GA Telesis are not only fulfilling corporate social responsibility goals but also actively securing their own future supply chain of skilled labor. The choice of the Rolls-Royce Trent 800, a prominent widebody engine, ensures that students are learning on complex, relevant systems rather than outdated technology.
Frequently Asked Questions
What is included in the GA Telesis donation to Broward College?
The $4.1 million investment includes a financial contribution anchored by the donation of two Rolls-Royce Trent 800 jet engines for hands-on technical training.
Why is this donation significant for aviation students?
It provides students at the Emil Buehler Aviation Institute with direct access to modern, in-service widebody engine platforms, bridging the gap between theoretical classroom instruction and real-world maintenance environments.
What other workforce initiatives does GA Telesis support?
According to the company’s press release, they have also committed to a five-year scholarship funding program with ALTA’s Girls with Goals initiative and made significant contributions to the ISTAT Foundation.
Sources
Photo Credit: Broward College Aviation
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