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When discussing professionalism, most conversations omit any reference to the accountability of the instructor. An individual who takes on the responsibility of providing flight instruction must realize that they have a significant influence on the habits and actions of the student as a pilot. All of the student’s impressions and perceptions towards the flight experience, balloon operations, and, most importantly, safety  is drawn from the instructor’s methods. It becomes imperative that the instructor understand that he or she, by default, actively and passively contributes to the future actions of the student and should make every effort to provide the most thorough training experience possible. It can be said that many students become “clones” of their instructor. 

Though not all inclusive, the following list gives some major considerations and qualifications that should be included in the definition of professionalism. 

• Professionalism exists only when a service is performed for someone or for the common good. 

• Professionalism is achieved only after extended training and preparation. 

• True performance as a professional is based on study and research. 

• Professionalism requires the ability to make good judgment decisions. Professionals cannot limit their actions and decisions to standard patterns and practices. 

• Professionalism demands a code of ethics. Professionals must be true to themselves and to those they serve. Anything less than a sincere performance is quickly detected by the student and immediately destroys instructor effectiveness. 

• Professionalism requires that the individual instructor be able to conduct a self-assessment. A true professional must be able to critique his or her own performance with objectivity. 

Flight instructors should carefully consider this list. Failing to meet these qualities may result in poor performance by both instructor and student. Preparation and performance as an instructor with these qualities in mind commands recognition as a professional in aviation instruction. Professionalism includes an instructor’s public image. 

A more complete discussion of the information contained in this chapter may be found in FAA-H-8083-9, Aviation Instructor’s Handbook. There have been some minor changes in this chapter to address the specific aspects of balloon flight training. For expanded discussions of the areas of operation covered in the Commercial Pilot Practical Test Standards (PTS), (FAA-S-8081-18), the Aviation Instructor’s 

Handbook is required reading. Commercial pilots who wish to excel at the instruction process may consider taking the Fundamentals of Instruction knowledge test administered through the FAA’s knowledge testing program. While not a mandatory requirement, it is believed that the study necessary to successfully complete this exam assists the pilot/instructor in acquiring the knowledge necessary to plan and perform proper aviation training. 

For the remainder of this chapter, it should be understood that the term “flight instructor” is meant to define those individuals who hold a commercial pilot certificate with a free balloon category rating. This chapter also makes the presupposition that virtually all balloon flight training is performed “one on one,” and not as part of a group environment. 

## Flight Instructor Characteristics and Responsibilities 

Students look to flight instructors as authorities in their respective areas. It is important that flight instructors not only know how to teach, but they also need to project a knowledgeable and professional image. In addition, flight instructors are on the front lines of efforts to improve the safety record of the industry. This section addresses the scope of responsibilities for flight instructors and enumerates methods they can use to enhance their professional image and conduct. 

## Instructor Responsibilities 

The job of a flight instructor, or any instructor, is to teach. The learning process can be made easier by helping students learn, providing adequate instruction, demanding adequate standards of performance, and emphasizing the positive. [Figure 10-1] 

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