DEPARTMENT OF THE AIR FORCE
USAF First Sergeant Academy (AETC)
Maxwell-Gunter AFB, AL 36114
USAF FSA Procedural Guidance
7 March 2014
USAF FIRST SERGEANT ACADEMY
PROCEDURAL GUIDANCE
COMPLIANCE WITH THIS PUBLICATION IS MANDATORY
NOTE: The OPR, FSA/DO, must approve any proposed supplements to this publication.
Send suggested changes or improvements to policy contained in this document to FSA/DO with
full justification for the recommended action.
OPR: FSA/DO
Supersedes all previous procedural guidance.
Certified by: FSA/CO (CMSgt Paul L. Hughes)
Pages: 33, Distribution: X
This publication is authored by the Director of Operations and applies to the United States Air Force
First Sergeant Academy (FSA). It prescribes criteria, policies. and procedures for managing FSA
programs to ensure standardized program implementation and administration, as well as meeting
Community College of the Air Force (CCAF) affiliation requirements. Schools not meeting
affiliation requirements are subject to CCAF sanctions that could lead to disaffiliation. The
Commandant will administer FSA programs per this directive.
SUMMARY OF REVISIONS:
Changes encompassed more than 20 percent of PG dated 12 August 2013.
Table of Contents
Paragraph
Title
Page
1
Purpose
4
2
Leadership Responsibility
4
3
Schedule of FSA Courses
4
4
FSA Curriculum
5
5
FSA Validation
5
6
Student Eligibility Requirements
5
7
Information Management
6
8
Flight Room Parameters
8
9
Mandatory Student Briefings
8
10
FSA Assessments Program
11
11
Internal Evaluation
11
12
Test Control Procedures
12
13
Test Administration Procedures
13
14
Test Compromise
15
15
Academic Evaluations
17
16
Remediation Process
17
17
Academic Review Board
18
18
Disciplinary Review Board
19
19
Student Disenrollment
20
20
Student Disenrollment Appeal Procedures
21
21
Awards Program
21
22
Leadership Points/Procedures
22
23
Faculty Qualification Requirements
23
24
Occupational Instructor Certification (OIC) Program
26
25
Manual Operations
26
26
Guest Lecturers, SMEs and Speakers of Opportunity
28
Page 2
Attachments
1
Sample Procedural Guidance Review Roster
27
2
Sample Administrative Release Letter
28
3
Sample Letter of Appointment
29
4
Sample Academic (ARB)/Disciplinary (DRB)
30
Review Board Letter
5
Sample ARB/DRB Memorandum for Member
31
6
Sample ARB/DRB Memorandum to Commander
32
7
Sample ARB Roles and Responsibilities
33
8
Sample Curriculum Change Memorandum for Record
35
Page 3
1. Purpose. This directive prescribes how FSA programs are administered. It ensures a
standardized FSA experience for all Airmen. The Commandant, United States First Sergeant
Academy, and instructors will administer FSA programs per this directive.
2. Leadership Responsibility.
2.1. Commandant (FSA/CO). The FSA/CO is ultimately responsible for all oversight and
direction of educational and functional operations.
2.2. Director of Operations (FSA/DO). The FSA/DO is responsible to the FSA/CO for all noneducational aspects of the FSA. These responsibilities include, but are not limited to, student
physical training, graduation activities, facilities, budget, classroom preparation, equipment, and
communication. The FSA/DO is also responsible for student external community support
participation, medical issues and emergencies.
2.3. Director of Education (FSA/DE). The FSA/DE is responsible to the FSA/CO for all
educational aspects of the FSA. These responsibilities include, but are not limited to, curriculum
development, student evaluations, academic scheduling, test analysis, student remediation,
student feedback, and graduate reporting. The FSA/DE is responsible for faculty training,
development and evaluation. The FSA/DE is the primary representative of the FSA/CO with the
CCAF.
2.4. Course Directors. The FSA/CO will appoint a Course Director for each respective
component. Course Directors are responsible to the FSA/CO for component academic reporting
and issues, to include curriculum and evaluation development. Course Directors will work in
coordination with FSA/DE on all curriculum updates and changes.
3. Schedule of FSA Courses. Each class will consist of 28 academic days of Facilitated
Distance Learning (FDL) and 10 academic days of in-residence learning to deliver the curriculum
as developed by FSA/DE and Course Directors and approved by the FSA/CO. Each student will
receive 6 CCAF credits upon successful completion of the FDL and in-residence courses.
3.1. Academic Days. In-residence academic days will normally consist of no more than 8 hours
of academics/instruction. Academic day extensions will be approved by the FSA/CO.
3.2. Instructional Hours. Each in-residence instructional hour will consist of 45 minutes of
activity and a 15-minute break unless otherwise indicated on the class schedule. A five minute
plus or minus adjustment is acceptable.
3.3. Master Schedule. The master schedule is a guide to help develop academic schedules.
FSA/DE may rearrange lessons to accommodate unique situations and unscheduled opportunities,
as long as lesson objectives are met and do not violate lesson plan strategies and scheduling notes.
3.4. Lesson Plan Strategies. Adhere to all lesson plan strategies.
3.5. Exercises/Evaluations. Do not deviate from the scheduled administration of summative
evaluations as prescribed by the master schedule. Issuing tests at inappropriate times places
weaker students in jeopardy of course failure. You may rearrange test review hours (e.g.,
schedule a Commandant hour between test administration and test review periods to allow faculty
time to review and interpret test statistics).
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3.6. Class Length. The FSA is 38 total academic days. Academic rigor is intentionally
programmed into each class. Academic rigor means that students must use out of classroom time
(nights and weekends) to prepare for upcoming classes, projects and exams in order to be
successful. During the in-residence portion of class, students should not be assigned additional
duties or engage in any activity interfering with normal preparations for class.
3.7. After completing the FDL the student has up to 6 months to attend the in-residence learning
portion.
4. FSA Curriculum. FSA/DE and Course Directors develop curriculum exclusively for
Facilitated Distance Learning and In-residence platforms. Additionally, presentations are made
available to First Sergeant Councils across the Air Force through Blackboard to conduct local
Additional Duty Seminars. Individuals or organizations requesting access to or use of FSAdeveloped curriculum outside the FSA academic environment must send a written request with
justification through the FSA/DE to the FSA/CO.
4.1. Curriculum Changes. Post curriculum changes and implement curriculum revisions within
14 calendar days of class start date. Notify CCAF/CD with Memorandum for Record,
Attachment 8.
4.2. Master Library. Maintain a master library of all curriculum material. A shared drive,
computer disk, CD-ROM or hard copies are all acceptable methods for maintaining the library.
Limit access to the master library to authorized faculty.
5. FSA Validation. The validation process for FSA courses is an essential element in
determining the educational effectiveness of new or revised curriculum. Validation assesses the
effectiveness of instruction while it is being developed with the intention of improvement. It is a
process of repetitive cycles, tryouts and revisions until evidence shows the instruction is
effective. The instructional validation process ensures instructional design, delivery and student
evaluation are not flawed before becoming an authorized part of the FSA standardized program.
5.1. Since each curriculum revision is unique, follow validation implementation procedures per
the guidance provided for each validation period. When FSA/DE implements curriculum
changes, FSA/DE and Course Directors will establish specific procedures unique to that
validation period. When FSA/DE revises objective exercises or evaluations, FSA/DE and
Course Directors will determine which test questions, if any, to eliminate from iGecko
calculation of student scores.
5.2. Instructor explanation for students. Do not brief students about specific curriculum areas
under validation unless directed otherwise. However, during validation of new curriculum or
test items, students may notice a difference in test scores and wonder why. Answer using the
following: “Some questions may be in validation. FSA/DE does not identify which questions are
in validation as this is an on-going process. Those questions in validation will neither hurt nor
help students in meeting graduation requirements. They simply do not count”.
6. Student Eligibility Requirements. Students must meet eligibility requirements listed in the
Education and Training Course Announcements (ETCA)
https://etca.randolph.af.mil/default1.asp.
6.1. Tattoos/Brands/Body Markings and FSA Attendance
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6.2. FSA students with excessive tattoos/brands/body markings must comply with provisions
outlined in AFI 36-2903, paragraph 3.4. Commanders determine acceptability of
tattoos/brands/body markings displayed by members in uniform and document their findings
regarding borderline or questionable tattoos on the AF Form 4428. Members should provide a
copy of the completed AF Form 4428 to the school commandant NLT the first day of training.
6.2.1. If a student arrives at the FSA with a tattoo/brand that appears to violate prescribed policy
outlined in AFI 36-2903, and does not have an AF Form 4428, the FSA commandant will contact
the wing command chief to discuss the absence of the documentation. The wing command chief
will then make contact with the unit commander to discuss the issue.
6.2.2. If the commander determines (or previously determined) that the tattoo/brand meets Air
Force standards, the student will remain in the FSA.
6.2.3. If the commander was not previously aware of the tattoo/brand and determines it is
unacceptable and does not meet Air Force standards, the student may remain in the FSA or may
be administratively released at the commander’s request.
6.2.4. For USAF members attending the FSA, excessive tattoos/brands/body markings will not
be exposed or visible (includes visible through the uniform) while wearing any/all uniform
combination(s) except the PTU. This includes any combination of short sleeve, long sleeve, open
collar uniform, utility uniform sleeves rolled up or worn down, etc. This policy does not apply
when wearing the PTU. During mandatory student formations with a curriculum, commandant,
or commander-specified uniform requirement (i.e. short sleeve blue shirt), members requiring
tattoo/brand/body marking coverage will participate in the formation with appropriate uniform
coverage rather than be exempt.
7. Information Management. The following paragraphs prescribe policy and procedures for
iGecko management, records management, and administration systems access and management.
7.1. iGecko Management . iGecko’s purpose is to support daily operations related to the
administration and execution of FSA in-resident courses. It also serves as a repository of
individual student and course data for internal analysis, program management and internal
reporting, review/retrieval in special circumstances such as investigations, and provides graduate
record information. Functions unrelated to these operations are generally not considered
appropriate for inclusion. Requests for new or enhanced functionality should be consistent with
these stated purposes and should demonstrate applicability to standardized administration of FSA
programs.
7.1.1. iGecko Student and Instructor Data Release. Information contained in the iGecko database
is subject to the Privacy Act of 1974. This information is for internal FSA use only. Access to
information in iGecko is restricted to individuals directly assigned to the FSA. Release or
dissemination of student information, particularly academic test and evaluation scores, test
answers, leadership points earned, and class ranking (with the exception of award recipients) is
prohibited. Only the release of the names of award recipients is authorized. The entire ranked list
of students is not releasable. Instructor performance data in iGecko or derived from student test
or evaluation data is not releasable. Instructor performance information to include ranking or
comparison to other instructors in terms of student performance data is specifically prohibited for
inclusion in EPRs. This cannot be circumvented by building reports in a spreadsheet or other
format outside of iGecko. Release of overall class/flight demographic data to individuals outside
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the school, such as guest speakers for the purposes of personalizing lecture comments to the
students or release of aggregated demographic data to MAJCOM representatives is acceptable so
long as no individual student data is released. Demographic data is limited to the data collected
on the demographic report. Aggregated test or performance data is specifically prohibited to be
released to anyone outside or not directly assigned FSA staff. Summary, non-specific data for
Senior Leader Briefings is authorized.
7.1.2. Registrar Requirements
7.1.2.1. Uploading Classes. Load the Military Personnel Data Oracle Training Administration
file into iGecko at a minimum of three duty days prior to class start. This allows the FSA staff to
work through issues which may arise prior to DOT 1.
Note: For in-resident classes with no duty days in between, class load must be complied with
immediately upon previous class graduation.
7.1.2.2. Student Registration. All student entry and graduate reporting will be accomplished
within iGecko and reflected on the graduation report. This report serves to capture student data
upon entry and graduation. Data accuracy is imperative because the names and numbers are
reported in other management information systems. Any errors must be corrected in all systems
individually. At the beginning of each class, verify the accuracy of the names and number of
students by 1200L DOT 2. The total number of students listed on the graduation report must
match the number of students on the demographic report. The Overall Rating column (which
identifies student graduation status) on the graduation report, will be blank after all students are
entered.
7.1.2.3. Student Graduation. Update the graduation report by 1200L within three duty days
following graduation. The accuracy of the names and numbers of students must be verified. The
total number of students listed on the graduation report must match the number of students on the
demographic data report.
7.1.3. Administrative Requirements and Reports
7.1.3.1. Student Status Report. Update the student status report as soon as a student’s status
officially changes. A final review of this report must occur prior to identifying the award
winners and modifying the class status from current to graduate. If a student is released in error
notify the FSA Registrar. Failure to review this report for accuracy can cause errors in student
graduate status, CCAF credit and skew the numbers in a minimum of three nonintegrated
management information systems.
7.1.3.2. iGecko Redline Report. Review the Redline Report to ensure it is accurate. If a student
is redlined that should not be, the instructor must go into the Instructor Points screen and uncheck
the redline box. Students are automatically redlined from awards for failure of any summative
evaluation. They must be manually redlined for other reasons. Note: If an instructor mistakenly
inputs a failing score in iGecko on a summative test, and proceeds through all of the cautionary
pop-up windows and files the erroneous score, the student will be automatically redlined. When
the instructor corrects the score in iGecko, he/she must manually remove the corresponding
redline, if appropriate. Correcting the score to a passing score does not un-check the redline box.
This is by design, because students can fail more than one summative evaluation or be redlined
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for behavioral reasons. Correcting a single instance must not affect other redline actions.
Therefore, once redlined, manual action must be taken to remove redlined status, if indicated.
7.2. Administration Systems Access and Management.
7.2.1. iGecko Account Management. Establish an iGecko account for all faculty entering FSA
duty. Deactivate iGecko accounts for all faculty leaving FSA duty prior to departure. Do not
delete instructors since historical student data is tied to them. Please review the iGecko tutorial
for “how to” instructions on many administrative functions. The link is located on the iGecko
homepage.
7.2.2. CCAF Instructor Database Management. Appoint a CCAF Affiliated School Liaison to
manage this database. The school’s liaison will ensure all teaching faculty assigned to FSA duty
are entered into the CCAF instructor database and subsequently removed upon departure.
8. Flight Room Parameters. The ideal student-to-instructor ratio/flight size is 8-14 students per
instructor with a maximum flight size of 16 authorized. Student to instructor ratio increase is
authorized with FSA/CO approval. Use the iGecko manual Swap tool located on the Registrar
Menu under the Assign Students option (click on swap students button) to ensure class diversity
is met for circumstances where change is necessary. If it is necessary to change student flight
assignments, use the Demographic Report to exchange students with the same demographic
factors.
8.1. Instructor Flight Assignment. FSA/DE will assign one instructor to teach all objectively
tested material per instructional module per flight per class. Exception: Instructors completing
training requirements may teach in partnership with their trainer or in other flights. It is
important that the primary instructor is present in the classroom during instruction to correct
teaching deficiencies of an instructor in training.
9. Mandatory Student Briefings. Students and faculty must understand what is expected of
professional Airmen while attending the FSA. FSA/DE and FSA/DO briefing will be placed in
the Resident Learning section of Blackboard for students on each of the following topics, as well
as explaining that violation of policies could result in administrative corrective action and
possible disenrollment. FDL students will acknowledge on Blackboard and in-resident students
will sign a roster (see Attachment 1) verifying they understand these policies and will receive
formal counseling for failure to comply. This must be accomplished before the first objective
lesson.
9.1. Students. The term student, as used in this directive, includes United States Military, and
International Military personnel attending the FSA.
9.2. As a minimum, brief the following:
9.2.1. Professional Relationships. Students, faculty and staff are expected to be professional in
and out of the classroom. Students, faculty and staff will not engage in behaviors that violate
articles outlined in the UCMJ, any AFI or local guidance. Any violation of policies or UCMJ
Articles will be dealt with appropriately, including the possibility of release from the school.
Specifically, students, faculty and staff members must use sound judgment in avoiding
unprofessional relationships with each other while attending the FSA.
Professional/unprofessional relationships are defined in AFI 36-2909, Professional and
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Unprofessional Relationships and AETCI 36-2909, Professional and Unprofessional
Relationships.
9.2.2. Academic Freedom. AUI 36-2308, Academic Freedom, allows for the privilege of debate
with discretion on any subject related to FSA curricula/curriculum. Encourage visiting lecturers,
faculty and students to express their opinions and support subject matter while pursuing
knowledge, understanding and improvement of the military profession. Students may engage in
responsible classroom discussion of controversial issues; however, this policy does not authorize
the use of offensive remarks, irresponsible statements (e.g., sexist comments, ethnic slurs, etc.),
profanity or personal confessions to criminal activity or violations of the UCMJ. Temper
academic freedom with good judgment and ensure no one makes offensive or disparaging
remarks or engages in behavior/comments inappropriate to professional relationships. If
offensive or disparaging remarks are made, counsel and document appropriately.
9.2.3. Non-attribution. As specified in AUI 36-2308, Academic Freedom, statements,
disagreements and other comments made by individuals or groups in the educational forum are
protected through the practice of non-attribution. Communication among students and faculty is
privileged information; do not reference statements to a specific individual or group of
individuals. Safeguard statements and other comments made by guest speakers, instructors or
students. You may say “a previous speaker” or “in our flight we discussed,” but do not identify
the speaker by name. Obtain permission from speakers and the school before releasing or
discussing remarks outside the academic forum. This includes references made in
Communication Skills assignments.
9.2.4. Academic Integrity. AUI 36-2309, Academic Integrity dictates the uncompromising
adherence to a code of ethics, morality, conduct, scholarship and other values related to academic
activity. Individuals who violate academic integrity standards of conduct are subject to
administrative action and prosecution under the Uniform Code of Military Justice, Article 92.
Violations include, but are not limited to, cheating, plagiarism and misrepresentation.

Cheating is the act of giving or receiving improper assistance. Examples include using
previously written papers, briefings, test answer strings or other types of work provided by
former students of the course; copying answers from another student’s examination;
knowingly permitting another student to copy one’s writing assignments or examination
answers; gaining unauthorized access to faculty materials not intended for student use or
collaborating with other persons to gain access to unauthorized curriculum materials; using
copies of official writing accomplished in the unit.

Plagiarism is the act of passing off the literary ideas and work of others as the product of
one’s own mind. An example is copying an outside source verbatim without using
quotation marks and a citation of the source. Intent is based on consideration of all
circumstances and evidence presented. The correct method for giving credit to a source in
written work is to use quotation marks and an accompanying footnote or bibliographies
when quoting directly or just a footnote when paraphrasing. In oral presentations, cite,
integrate or qualify (whichever is applicable) outside sources you quote or paraphrase.

Misrepresentation is the act of making an assertion to intentionally deceive or mislead. The
assertion can be a written or verbal statement. Examples include falsifying a report or
knowingly giving false statements to an academic/disciplinary review board or any staff
member.
Page 9
9.2.5. Extenuating Circumstances. Extenuating circumstances are those unforeseen and
uncontrollable circumstances that prevent students from meeting academic or performance
standards. Brief students they must notify faculty members as soon as extenuating circumstances
arise, so appropriate action can be taken. Actions may include temporary absence, administrative
release or early graduation. Explain to students the academic ramifications if they decide to stay
versus being released to attend to the extenuating circumstances.
9.2.6. FSA Graduation Criteria. Students must meet all of the following requirements to
graduate:

In the objective track, students must attain the minimum passing standard of 70 percent on
each test (FDL and in-residence) as defined by FSA/DE.

In the performance track, students must score the minimum passing standard (go-no-go) in
each Communication Skills Performance Section as defined by FSA/DE.

Students must satisfactorily accomplish all lesson objectives, including those pertaining to
fitness and Drill and Ceremonies, written evaluations, and team homework assignments
using criteria outlined in each lesson. Unsatisfactory completion of any area may result in
the student being manually redlined from awards at the discretion of the
Instructor/Commandant. The student’s Total Force instructor will perform the actual
redline action.

For those lessons that do not have evaluation instruments, students will participate and meet
lesson objectives to the satisfaction of the instructor. Students will participate in all aspects
of every program/event. Those students with profiles that limit their ability to participate
will meet graduation requirements as determined by the Commandant on a case-by-case
basis. Document all instances in which students do not meet lesson objectives due to a lack
of participation and remediate or take appropriate administrative corrective action. Multiple
infractions may lead to release from the school.

To be eligible for awards, students must meet the minimum passing standard on every
objective evaluation and every performance evaluation within each area.
9.2.7. Student Responsibilities. Students will act professionally and comply with all FSA and
Air Force instructions, policies and guidance. Students who fail to comply may be subject to
disciplinary release from the FSA. Consider failure to comply with these requirements as student
irresponsibility and take appropriate administrative corrective action. Clearly explain to students
the impact administrative corrective actions can have on graduation and awards eligibility.

Students will adhere to class schedule attendance requirements and engage in the learning
process by completing all homework, objective, performance and remediation assignments
on time. In class, students will actively listen, critically think and willingly discuss lesson
principles. Students are highly encouraged to engage in study and review sessions as
deemed necessary to meet graduation requirements. This includes participation in afterhours study groups. Students must put forth the effort necessary to achieve all learning
objectives. Students who turn in late assignments are subject to administrative corrective
actions and possible disciplinary release.

Students will participate in many activities not scored for graduation. However, unless
prevented by permanent profile, students will satisfactorily participate in all aspects of
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programs and events, such as Drill and Ceremonies and fitness. Satisfactory participation is
predicated on the student's attitude, willingness to participate and effort put forth in the
program/event to the satisfaction of the Commandant/flight instructor, not on level of
performance or outcome. The Commandant/flight instructors will consider unsatisfactory
participation a matter of military bearing and counsel/document student behavior
accordingly.

Ensure students understand it is not enough to excel in only one area; well-rounded
performance is the key to being an effective leader in today’s Air Force. Successful
participation and accomplishment in all areas of the FDL and In-resident FSA program
ultimately lead to success as an enlisted leader.

All students must adhere to the highest standards of academic integrity and are prohibited
from engaging in plagiarism, cheating, misrepresentation, unprofessional relationships or
any other act constituting a lack of academic or military integrity. All individuals who
violate this directive are subject to adverse administrative action including disciplinary
release from the school.
9.2.8. Faculty Responsibilities. FSA faculty will observe student behavior; confront violations of
standards, counsel and document as appropriate in a timely manner.
Note: You are retraining into a Special Duty Identifier (SDI), 8F000 and therefore not authorized
to wear any duty badges (i.e. instructor, fire fighter, security forces, etc), organizational cap or
beret while performing First Sergeant duty, to include while attending the First Sergeant
Academy.
10. FSA Assessments Program.
10.1. Lesson Critiques. Administer daily lesson critiques through the iGecko database. In the
event that the iGecko database is not functioning properly, instructors will provide students with a
hard copy Maxwell AFB Form 87. The students should complete the lesson critiques, a
minimum of one critique per student each day and four critiques per flight for guest
speakers/auditorium hours, on the day they receive the lesson so the experience is fresh.
10.2. End-of-Course Critiques. A component-specific end-of-course critique will be completed
by each student after test review and prior to graduation.
10.3. Post-graduation (6-month survey) Critiques. A Data Analysis (DOA) representative from
Barnes Center is responsible for sending an electronic survey to each graduating first sergeant’s
Command Chief (or equivalent) approximately six months following graduation.
11. Internal Evaluation. FSA/DE evaluates instructional effectiveness after each class. Use
the results to identify program strengths and weaknesses, drive in-service training (IST)
improvement actions and support FSA curriculum revision. Focus IST improvement efforts on
improving the quality of instruction or assessment, not merely to improve statistics. FSA/DE
will brief the staff and Commandant on test analysis results quarterly. Also, FSA/DE will brief
the staff on trends based on daily, end-of-course, and post-graduation critiques.
11.1. iGecko Reports: Use the following reports to facilitate evaluation and analysis:
11.1.1. Summary Report (Located in Test Management area): This report contains mean test
scores, standard deviations, test item ease indices, point biserial correlation coefficients, aces,
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failures, and misses for each flight and for the school’s current test administration, the school’s
trend data, as well as Air Force trend data.
11.1.2. Test Item Report (Located under Test Management/Test Analysis): This report displays
the ease index for each question. It also displays the point biserial correlation coefficients for
the correct answer and each distracter.
11.2. Analyses. Use the following procedures to evaluate the effectiveness of curriculum and
instruction:
11.2.1. Identify high miss questions by flight and class for each test administration. A high miss
item will be determined by FSA/DE. At this point, look at the class level statistics and find high
miss items. Look to see how many, and which flights contributed to the situation. Be sure to
account for test items that are expected to be high miss by looking at the Ease Index (EI).
11.2.2. Determine if there is a high miss trend for any test item at the school level. The school
level is an aggregate of multiple classes so it shows historical trends. This is covered in interflight analysis because multiple flights lead to a school level problem and it may be different
flights, over time, contributing to the high miss trend. This can be found by looking at the EI for
the school history. These items and the lessons they are drawn from, are candidates for IST.
Note: Find number of misses for each test item on the Summary Report for each test.
11.2. Final Action(s). After completing the comparative analysis steps, decide on the next course
of action. When making this decision, consider the test question, curriculum content,
instructional delivery and student involvement. FSA/DE will determine student credit for
questions based on the situation. If analysis identifies:

a potentially flawed test question, FSA/DE is responsible for question revision.

a potential curriculum content factor, FSA/DE is responsible for curriculum review.

an instructional delivery factor, conduct and document an IST on the noted curriculum area.

students guessed, didn’t prepare or chose the longest alternative, no action required.
12. Test Control Procedures.
12.1. Policy. FSA/DE safeguards the integrity of FSA academic evaluations and other
assessment materials deemed controllable. FSA/DE also has the administrative responsibilities
for test control within the FSA. Limit access to test material to authorized faculty members only.
Definition: “Controlled Test Material” is defined as any material that discloses the specific
content of any test administered by FSA. It includes, but is not limited to tests, instructor critique
copies, computerized files needed to conduct test analysis, filled-in scanner answer sheets and
student-created notes produced during any test. It also covers any other viewable and/or
reproducible form of test question content.
12.2. Appointment Letters. The FSA/CO will appoint FSA/DE as Test Control Officer (TCO)
and two alternate TCOs (ATCO) via official memorandum. The FSA/CO will also designate, in
writing, the remaining qualified instructors as test administrators.
12.3. Storage and Security. Secure all test materials deemed controllable in a designated test
control location within the school using a double-lock system. The designated test control
location is inside the lockable cabinet within the communications room. The door to the
Page 12
communications room is secured using a combination of push-button cipher and door knob lock
system.

Keep all testing rooms and cabinets locked at all times, unless the TCO or ATCO is present.
Change combination locks upon reassignment of TCO or ATCO.

To avoid issuing the wrong test, file different test versions separate from one another.

The FSA/DE or designated representative may use a LAN-connected computer to perform
data analysis facilitating download of necessary files directly from iGecko. DO NOT store
electronic copies of tests or designated controlled materials on a LAN-connected computer.
12.4. Examination Distribution. Provide authorized faculty access to FSA tests and log test
materials in and out for any of these authorized activities:

Test administration/review

Test item critiques

Subject matter testing

Reproduction and destruction

Faculty ISTs approved by FSA/DE (e.g., new tests, specific test administration)

Test material inventory (serially-controlled exercises/evaluations, answer keys,
exercise/evaluation instructions and test item critiques)

Authorized faculty may sign out test material during the academic day and must maintain
positive control until properly secured, as indicated in 11.3.
12.5. Semiannual Inventory of Course Examinations. Conduct a complete inventory of all test
materials and other designated controlled material at least once every 180 calendar days. The
inventory must be performed by 2 individuals, one of which must be the TCO or alternate.
Furthermore, whenever you replace the TCO, the current TCO and the new TCO must conduct a
joint inventory, sign/date a completed test inventory log and change applicable padlocks and safe
combinations. When performing inventories, the TCO will.

physically account for each serial-numbered examination. If a test is on file but not on the
test inventory log, annotate the examination number on the log and refer to the instructions
for destruction of test material reproduction/destruction.

ensure the inventory log reflects the date the inventory was completed, the printed names
and signatures of individuals conducting the inventory and the result of the inventory.
12.6. Emergencies. If evacuation of building is required (e.g., fire alarms, bomb threats, natural
disasters, etc.), instructors will ensure all test materials remain in the Flight room as students
evacuate. Once building has been cleared for entry, instructors will enter their Flight room and
secure all materials before students will be allowed back in the class. Instructors will ensure
100% accountability of all materials is required.
13. Test Administration Procedures.
13.1. Policy. Administer all FSA objective examinations under direct supervision. The TCO or
a test administrator must be present in the test room during the entire testing period; do not leave
Page 13
students unattended at any time. Have one test administrator available for approximately every
16 students. If larger than normal groups of students are testing at one time (e.g., combining
more than one flight together), the TCO will appoint at least two test administrators to oversee the
test.
13.2. Testing Conditions. Administer FSA tests per the following standardized conditions:
13.2.1. Academy Responsibilities. The academy will:

provide adequate, comfortable room lighting and glare-free work surfaces.

control the ventilation, temperature and humidity, as much as possible. The TCO should not
conduct testing when environmental conditions are so extreme they interfere with
concentration.

arrange desks/tables so test administrator can monitor all students.

conduct uninterrupted testing sessions for all summative examinations. Once testing begins,
only excuse students for emergencies (fire, tornado, etc.) or bathroom breaks as deemed
necessary by the test administrator.
13.2.2. Test Administrator Responsibilities. Test administrators must ensure examinees:

do not have access to any books, briefcases or unauthorized materials during test
administration and review period. Unauthorized materials include, cell phones, cameras,
personal digital assistants, recording devices, and study materials.

are reasonably free from distracting influences.

understand the purpose of the test.

are not fatigued or ill.

sit far enough apart to discourage cheating.

have two pencils with erasers, access to a pencil sharpener and scratch paper.

do not take any testing material, to include scratch paper or notes, away from the testing
area.
13.2.3. Test Administration. Complete the following actions before allowing the students to
begin testing:

Have students fill in the appropriate information blocks on the top of the test answer transfer
form.

Carefully read and follow the special instructions outlined in the examination booklet

Remind the students the answer sheet is in numerical sequence by column.

Read the “Test Compromise” statement aloud.

Instruct students on how to load their test answers into iGecko. Ensure students understand
the answers they input into iGecko are their OFFICIAL answers, regardless of what they
have on their scratch paper or test bubble sheet.
Answer any questions before allowing students to start the examination.

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13.2.4. Test Completion. After completing the examination, the students will:

check their test answer transfer forms for blank answers.

transfer their test answers into the iGecko on-line answer form using the designated
computer(s). Flight Instructors/test administrators will monitor students during this process.

review their test booklet and report any stray marks prior to leaving the testing room.

turn in all pencils, test answers transfer forms, test booklet and scratch paper to the Flight
Instructor/test administrator prior to leaving the test room.
13.3. Test Review. Instructors may provide students their scores on any objective/performance
exercise or evaluation as deemed appropriate by the FSA/CO. Students will not take any study
notes or document test questions missed (e.g., no tally sheets) during test review. Provide every
student who wishes to challenge a test question an opportunity to submit a test item critique.
Students may complete test item critiques either during the test review session (if time permits) or
at an alternate time determined by the test administrator.
13.4. Returning Test Materials to Storage Location. Immediately after accomplishing test
completion procedures do the following:

Return all test materials to the designated test control storage location. At no time will test
administrators leave any test materials unaccounted for or unattended.

The test administrator will inventory all test materials in the presence of the TCO or ATCO.
Both the test administrator and TCO/ATCO will sign the test control log.
TCO or test administrators will shred all used scratch paper. Maintain all test answer sheets
in the designated test control storage area until FSA/DE has made a disposition decision,
normally following graduation.

13.5. Destruction/Replacement of Test Material. The TCO will.

Maintain a separate Test Destruction Control Log. Document all test materials in the
presence of the TCO. Both the test administrator and TCO will sign the test control log.

Shred any outdated, surplus or damaged FSA tests, answer sheets and other controlled
materials identified by FSA/DE. If the TCO inadvertently destroys the wrong test material,
annotate the Test Destruction Control Log and immediately prepare a replacement copy.
14. Test Compromise. All staff members share responsibility in preventing loss or compromise
of FSA tests. The FSA staff will adhere to the following guidelines.
14.1. Policy. All military members, DoD civilians and other members under Air Force authority
who develop, handle, administer or participate in FSA test control or administration are
prohibited from any actions that could result in the possible compromise of test material. The
TCO will consider the following as potential test compromises:

Reviewing, accessing or allowing access to controlled test material by any unauthorized
individuals.

Discussing or sharing, in any form, information about actual test material or suspected test
material with a student or potential examinee before and after test administration.
Page 15
Exception: Test review is the only authorized time to discuss specific test questions,
answers and rationales.

Permitting unauthorized reproduction of test material.

Faxing test material.

Unauthorized removal of test material from the examination room.

Leaving a student in the possession of test materials.

Inability to account for test materials left in the examination room.

Improperly packaging or labeling test material.

Unauthorized removal of test materials.

Improperly storing test materials.

Improperly destroying test material at any time.

Using or possessing an actual test, testable materials, or copies of test answer strings to
assist a student or potential examinee in taking a test.

Copying or reproducing any test material, including suspected test material, in whole, or in
part for any purpose without authorization of the school TCO.
14.2. Suspected Compromise Procedures. Immediately report any suspected compromise of test
material to the FSA/CO and FSA/DE. If it is determined FSA test material is lost or in danger of
compromise, take the following actions:

Immediately suspend all testing of the jeopardized exam or exams

Impound and inventory all tests involved
14.2.1. If a potential compromise exists, the FSA/CO will appoint, in writing, a disinterested staff
member or impartial external party to initiate a formal investigation.
14.2.2. Investigating member will:

conduct an investigation to obtain facts to confirm the loss or compromise and recommend
corrective action (administrative and/or procedural), as needed.

inventory all tests involved.
14.2.3. Submit Final Report. The investigating member will forward the final investigation
report to the FSA/CO within 72 hours after discovering the potential loss or compromise.
Include, at a minimum:

the facts surrounding the possible loss or compromise.

necessary discussion.

conclusions.

Recommendations, to include corrective action(s) taken to prevent similar recurrences of the
loss or compromise.
14.2.4. The FSA/CO will:
Page 16

review the final investigative report, confirm the extent of the compromise and determine
any courses of action to take regarding test integrity.

(if the review confirms a test compromise) determine if the destruction of the old version of
the course examination and the development of a new examination is necessary.

(if the review does not confirm a test compromise) authorize the TCO to resume testing.

ensure investigation results are reported to external parties as deemed appropriate by the
FSA/CO.
15. Academic Evaluations.
15.1. Scheduling. Schedule evaluations after all testable curriculum areas have been covered.
Students must take all academic evaluations required by FSA/DE.
15.2. The FSA/DE will determine the primary/alternate version of the test to be administered to
each class. Normally, the “A” and “B” versions will be used alternately as the primary test.
15.3. Remediation. Remediate and counsel students who fail to achieve minimum passing scores
per guidance listed in Paragraph 15 of this Procedural Guidance.
16. Remediation Process.
16.1. Philosophy. Students must demonstrate command of the curriculum. The remediation
process allows instructors to aid the student in thinking through lesson principles, how to apply
those principles to simulated situations and prepare for the second examination. The process is
designed for students who primarily need help thinking through and explaining the application of
lesson objectives (active learning) as opposed to the instructor or peer teaching the entire lesson
(passive learning) again. Note: At no time should instructors re-teach lessons.
16.2. When to Remediate. Remediate and verbally evaluate students when they fail to meet
minimum objective or performance scores. Instructors are not to re-teach any lessons during
remediation. If remediation is unsuccessful and student does not score a minimum of 70 percent
on the second exam, an Academic Review Board will be convened per Paragraph 16 of this
Procedural Guidance.
16.2.1. Student Scores. Do not change original objective or performance scores in iGecko
because of remediation. The student’s original scores will remain in iGecko.
16.3. Objective Evaluation Remediation Process. Do the following:
16.3.1. After the Evaluation.

Conduct Test Review—consider this group remediation for all students/all areas.

Formally counsel students who fail to achieve the minimum passing score, and document
the counseling session (topics: student effort, classroom involvement, study group
attendance, extenuating circumstances, review of study notes, extra duties, etc.). Students
must understand they failed to meet an established standard and the possible results if they
continue to perform below standards.
16.3.2. Conduct Remediation.
Page 17

The primary total force instructor and assigned component flight instructor will use samples
of behavior to conduct remediation. The student should verbally explain lesson principles
to the satisfaction of the instructor(s). Instructors should not be compelled to re-teach any
lesson(s).
16.3.3. Administer Make-up Evaluation.

A make-up evaluation will be administered on the DOT immediately following the initial
failure. FSA/DE will determine which instructor will proctor the evaluation. Use the
alternate version of the appropriate component test for the make-up evaluation.
16.3.4. Post Make-up Evaluation Actions.

If the student passes the make-up evaluation, proceed with normal graduation processing.

If the student fails the make-up evaluation, convene an academic review board.
16.4. Performance Evaluation Remediation Process. Do the following:
16.4.1. Students Prepare and Present Assignments.

Conduct Performance Feedback Session—provide feedback on how to improve individual
performance as needed.

Counsel students who fail to achieve the minimum standard (topics: student effort,
classroom involvement, study group attendance, extenuating circumstances, review of study
notes, extra duties, etc.). Students must understand they failed to meet an established
standard and the possible results if they continue to perform below standards.
16.4.2. Conduct Re-evaluations on the Performance Assignment. The student’s flight instructor
will re-evaluate the student’s performance in subsequent evaluations. Flight instructors will
continue to remediate and evaluate performance until satisfied the student has met minimum
performance standards.
17. Academic Review Board (ARB). ARB’s only apply to the Total Force in-residence
examination. When students do not meet graduation criteria, remediation attempts are
unsuccessful and the minimum passing score of 70 percent on the second exam has not been
achieved, an ARB will be convened. The ARB is composed of the FSA/DE (or designee)
participating as an advisor and three (3) disinterested senior noncommissioned officers external to
the FSA. Prior to beginning the ARB, the FSA/CO or designee in the absence of the FSA/CO
must notify ARB members, in writing (Attachment 3), on the board’s purpose and
responsibilities, school policies and academic standards. Provide students an opportunity to make
an oral presentation to the ARB. If students decide not to make any presentations, they must sign
a declination statement; however, they must be available to appear before the ARB, if deemed
necessary by board members.
**Note: Component FDL examination: When students do not meet the minimum passing
score of 70 percent on initial attempt, remediation attempts are unsuccessful, and the minimum
passing score of 70 percent on the second exam has not been achieved, a Commandant review
will be convened. The Commandant review consists of the Commandant, FDL instructor,
Director of education, and the student. A thorough review of student notes and student
knowledge will be discussed, followed up by a written memorandum outlining the meeting.
Page 18
17.1. ARB Purpose. The ARB has three purposes:

Determine if the institution met or failed to meet its responsibilities.

Determine if students met or failed to meet their responsibilities.

Provide a recommendation (not the decision) to the FSA/CO on whether to continue,
remediate, graduate or disenroll the student.
17.2. Board Responsibilities. ARB members will objectively evaluate all circumstances and
issues surrounding academic failures. Board members will include all pertinent facts outlining
their findings in a summary document. The board forwards the summary document, including
recommended action, along with all support documentation to the FSA/CO who makes the final
decision to continue, remediate, graduate or disenroll the student. The FSA/Knowledge Operator
(KO) will maintain records of all ARB actions for one year.
17.3. Post-ARB FSA/CO Actions. After reviewing the ARB summary document, conferring
with AU/JA, the FSA/CO will render one of following decisions and inform the student:

If the student met their responsibilities and can demonstrate mastery of the subject matter,
graduate the student.

If the institution did not meet its responsibilities, graduate the student. Investigate and
correct the institutional failure to prevent recurrence. Document corrected deficiencies and
keep a copy of actions taken in the ARB folder.

If the student did not meet required responsibilities, academically disenroll the student.
However, if the student’s effort was so inadequate you could consider it dereliction of duty,
a disciplinary disenrollment may be more appropriate after seeking advice from AU/JA.
17.4. The FSA/CO will inform the student’s wing command chief and/or wing commander, and
the AF Special Duty Manager via phone or email of the situation surrounding the academic
disenrollment. Note: The ARB will prepare a letter from the FSA/CO, addressed to the
member’s wing commander, documenting the circumstances of the disenrollment.
17.5. The FSA/KO will forward a copy of all documents pertaining to the disenrollment to
AU/CF.
18. Disciplinary Review Board. Note: DRB’s only apply to the in-residence portion. The
FSA/CO may disenroll students who violate Air Force directives or individual school policies.
When overwhelming evidence supports a disciplinary disenrollment, the FSA/CO may disenroll
students without convening a DRB. If a DRB is convened, appoint a DRB composed of the
FSA/DE (or designee) participating as an advisor and three (3) disinterested senior
noncommissioned officers external to the FSA. Prior to beginning a DRB, the FSA/CO or
designee must notify DRB members, in writing (Attachment 3), on the board’s purpose and
responsibilities and applicable school policies. Provide students an opportunity to make an oral
presentation to the DRB. If students decide not to make any presentations, they must sign a
declination statement; however, they must be available to appear before the DRB if deemed
necessary by the board members.
Page 19
18.1. DRB Purpose. The DRB will act as an investigative body and objectively evaluate all
circumstances and issues surrounding the student’s behavior and, when applicable, previous
corrective actions taken by the school.
18.2. Board Responsibilities. Board members will include all pertinent facts outlining their
findings in a summary document. The board forwards the summary document including
recommendation actions, along with all support documentation, to the FSA/CO who makes the
final decision to retain or disenroll the student. The FSA/KOM will maintain records of all DRB
actions for one year.
18.3. Post-DRB FSA/CO Actions. Review the DRB summary document and take appropriate
action. Before disciplinary disenrollment of a student, request AU/SJA conduct a legal review.
18.4. The FSA/CO will inform the student’s wing command chief and/or wing commander, and
the AF Special Duty Manager via phone or email of the situation surrounding the disciplinary
disenrollment. Note: The DRB will prepare a letter from the FSA/CO, addressed to the
member’s wing commander, documenting the circumstances of the disenrollment.
18.5. The FSA/KO will forward a copy of all documents pertaining to the disenrollment to
AU/CF.
19. Student Disenrollment. In addition to Administrative Release for unforeseen emergencies,
there are three types of disenrollments: academic, disciplinary and fitness (Only during DL).
When disenrolling a student, FSA registrar updates the student’s status in the student
management system OTA using the appropriate code in addition to updating iGecko. Retain all
records pertaining to disenrollment for a minimum of one year.
19.1. Administrative Release. The FSA/CO may administratively release a student when he/she
encounters extenuating circumstances or if recalled by his/her commander (see Attachment 2).
There are no re-enrollment restrictions related to administrative release. If a student has
successfully passed the objective exam, the member may be allowed to graduate early at the
discretion of the FSA/CO.
19.2. Academic Disenrollment. Disenroll students who fail to meet minimum course academic
standards. Before academically disenrolling a student, convene an ARB following the procedures
outlined in paragraph 16 (see Attachment 4). Inform the student (see Attachment 5) and the
student’s wing CC/CCC (see Attachment 6), in writing, of the ARB findings. Academic
disenrollments render students ineligible for reentry into the FSA for six (6) months from the
disenrollment date (AFI36-2113, para. 5.2).
19.3. Disciplinary Disenrollment. Disenroll students who violate Air Force directives or
individual school policies (e.g., cheating, lack of effort, disruptive or poor attitude or other
conduct in violation of the Uniform Code of Military Justice). When sufficient evidence supports
a disciplinary disenrollment, the FSA/CO may disenroll students without convening a DRB. If
the Commandant decides to convene a DRB, follow procedures outlined in paragraph 17 (see
Attachment 4). Inform the student (see Attachment 5) and the student’s CC/CCC (see
Attachment 6), in writing, of the DRB findings. Disciplinary disenrollment renders students
ineligible for reentry into the FSA for at least one (1) year from the disenrollment date (AFI362113, para. 5.2).
Page 20
19.4. Fitness Disenrollment. Disenroll students who fail to meet the minimum PT requirements
as outlined (AFI36-2113, para 5.2.2). Inform the student (see Attachment 5) and the student’s
CC/CCC (see Attachment 6), in writing of the disenrollment. Fitness disenrollment renders
students ineligible for reentry into the FSA for six (6) months from the disenrollment date.
20. Student Disenrollment Appeal Procedure. Students have the right to appeal a
disenrollment decision. If disenrolled, students may submit written appeals to the Commander,
Barnes Center for Enlisted Education. Barnes Center/CC is the highest level of appeal. Prior to
disenrollment, brief the student on appeal procedures and have the student sign a memorandum
stating he/she was briefed.
20.1. Upon receipt of an appeal, the FSA/CO will provide the appellate authority with a copy of
the applicable FSA Procedural Guidance, as well as the specific ARB/DRB file. The appellate
authority may only support or overturn the disenrollment decision and may not change the
mandatory length of re-enrollment waiting period nor change the type of disenrollment.
20.2. If the appellate authority overturns a disenrollment decision, the FSA/CO will determine
the re-enrollment or graduation status of the student.
21. Awards Program. The CMSgt Eric E. Williams Commandant’s Award, CMSAF James C.
Binnicker Top Graduate Award and Honor Graduate Awards are mandatory. Brief the awards
program at the start of the course and present the awards at a designated ceremony or graduation
banquet.
21.1. CMSgt Eric E. Williams Commandant’s Award. This award is presented to the student
who, in the FSA/CO’s judgment made the most significant contribution to the overall success of
the class. The selection criteria for this award are based on an initial peer nomination by flight
members and an interview with the FSA/CO. One student from each Total Force flight is
nominated based on peer leadership points. Use iGecko to determine the nominee. Present the
award to the graduate as identified by the FSA/CO.
21.2. CMSAF James C. Binnicker Top Graduate and Honor Graduate Awards. These awards are
presented to the top seven (7) percent of students having the highest cumulative scores based on
examinations, objective evaluations, peer points and instructor points. Use iGecko to determine
the recipients with the Top Graduate Award being presented to the student with the overall
highest cumulative score.
21.3. The following students are ineligible for awards:

Students who did not meet minimum passing scores on the initial test are ineligible for any
award.

Students receiving any administrative action (i.e., letter of counseling, etc.) are ineligible
for awards.

The FSA/CO may disqualify any award candidate who doesn’t exhibit USAF leadership
traits and characteristics, professional behavior, military bearing, respect for authority, the
highest standards of dress and appearance, and exemplary standards of on/off-duty
performance. This should be a “go/no go” decision and only be done after following the
defined award procedures below. When the FSA/CO disqualifies a student from receiving
Page 21
an award, he/she must document their actions via an MFR and file the MFR with the normal
student records.

Any student released for academic or disciplinary reasons is not eligible for awards when
re-attending the FSA at a later date. However, students meeting all graduation
requirements, but who are released early from class due to family emergency, deployment
recall, medical issues, etc., are eligible for awards.
21.4. Immediate recognition. The FSA/CO or designated representative will present one coin to
each of the Commandant Award nominees at a designated ceremony in the auditorium for each
in-resident class. Additionally, a coin may be presented to an individual for significant
achievement or performance as deemed appropriate by the FSA/CO or designated representative.
The specially-designed coins are purchased by FSA GPC and the executive assistant to the
FSA/CO will track names of recipients.
22. Leadership Points/Procedures. Award instructor and peer leadership points based on
leadership, followership, support, interpersonal relations and professional behavior. The FSA
will adhere to the following procedures to track instructor and peer leadership points.
22.1. Instructor Leadership Points. Instructors (one instructor per flight) will evaluate students in
their Total Force flight only and may distribute up to 25 instructor leadership points with a
minimum of five (5) and maximum of ten (10) points to any one student.
Note: Instructors will load all instructor leadership points into iGecko prior to the students
entering peer leadership points.
22.2. Peer Leadership Points. Students will rank-order the top three students in their Total Force
flight only, including themselves. Assign the top student position “A,” the second student
position “B” and the third student position “C.” Students must fill in all three positions. Treat
student failures or refusals to participate in awarding peer points as failures to comply with
established policies. Counsel students who refuse to participate and document administrative
corrective action, as appropriate. Because this behavior represents an unwillingness to fulfill
leadership duties similar to those performed in the normal duty section, forward documentation of
disciplinary actions to the student’s organization. Conduct peer evaluations as close to the end of
the course as possible.
22.3. Student Peer Leadership Point Briefing. Provide the following guidance to students just
prior to peer evaluation:
Peer Leadership Point Considerations. To standardize awards criteria, provide the following
guidance (e.g., via handouts, PowerPoint slides, etc.) to help students determine what qualities to
look for when awarding peer leadership points:

“During your experience here, you’ve had many opportunities to interact with students from
your flight. We would like your input on the three students you feel best demonstrated
positive leadership qualities and attributes. By now, you should be able to recognize those
leaders of your flight. Although you may have your own criteria of a good leader, consider
the following questions when making your final choices:
Page 22

Leadership/Followership-Who best exemplifies top military standards and the image of a
military leader? Who exhibits a high degree of personal fitness and a demeanor I would like
to emulate?

Teamwork-Who did the most to promote teamwork and harmony within the flight? Who
rallied us together when we needed it? Who was instrumental in helping manage stress?

Goal Accomplishment-Who did the most to help the flight achieve its goals? Who kept us
on track during discussions? Who encouraged us to study and practice together so we all
could succeed? When necessary, who sought clarification? Who helped motivate us? Who
exceeded all duty requirements and expectations?

Professional Conduct On/Off Duty-Who were the professionals in the flight? Who
exhibited integrity in words and actions? Who displayed energy, initiative and a volunteer
spirit? Who always seemed courteous and supportive? Who conducted themselves in a
professional manner in and out of the classroom?

Please rank order your choices. Assign the top student position “A,” the second student
position “B” and the third student position “C.” Students must fill in all three positions. To
maintain the integrity of this effort, make your selections independently. This information,
combined with other factors, will help determine the award recipients for your class. Thank
you for your recommendations.”
23. Faculty Qualification Requirements. Complete initial instructor qualification requirements
per the FSA master training plan and this guidance. All T8F000 faculty members must complete
Initial Instructor Qualification Training (IIQT).
Exception: The Commandant and civilian employees are the only non-teaching FSA positions
and are exempt from faculty qualification requirements.
23.2. Pre-Service Training. Successful completion of the Academic Instructor Course (AIC).
Newly assigned instructors may complete their observation requirement prior to the AIC.
However, they must be scheduled for this training at the first available opportunity.
23.3. Instructor Certification Requirements. Newly assigned instructors must complete all
requirements within 12 months. Tracking of instructor training will be conducted on the
Teaching Internship Worksheet and AF IMT 797 and certified by the commandant. Upon
completion of certification, training data will be uploaded to STARS-FD and hard copies will be
destroyed. If the Commandant chooses to become certified, the FSA/DE will certify.
Certification Requirements
(1) Observe all total force curriculum and appropriate component curriculum
(2) 122 Hours of Supervised Teaching (covering all appropriate curriculum)
(3) Lesson Plan Preparation (to include preparation and use of audiovisual aids)
(4) Curriculum Development (30 Hours)
(5) Student Test Administration and Review
Page 23
(6) Academic Counseling of Students
(7) Subject Matter Testing
(8) Instructor Performance Feedback
(9) Completion of all core task IAW the FSA Master Training Plan
23.3.1. After completing the AIC (or equivalent qualifications as determined by the
Commandant i.e. Basic Instructor Course BIC, Enlisted Professional Military Education
Instructor Course EPMEIC) and before teaching any classes, instructors must read the CCAF
Campus Affiliations Policies, Procedures and Guidelines and the Air University Academic
Policies to include Academic Freedom, Non-attribution, Academic Integrity, and Academic
Honor Code from the Air University Faculty Handbook. Sign an official memorandum located
in the training folder.
23.4. FSA Teaching Internship Enrollment. The FSA/DE or designee will enroll instructors in
the teaching internship upon completion of the AIC. The start date will be the Date Assigned
Instructor Duty (DAID), which is the graduation date from the AIC, and the point in time where
the one year limit to complete IIQT begins. Complete the following actions:
1. Create a FSA faculty folder for the new instructor.
2. Create and annotate Teaching Internship Worksheet accordingly.
3. Direct CCAF Liaison to enroll the new instructor into IIQT in the CCAF database.
4. FSA/DE or designee will enter new instructors in STARS and update status as
appropriate.
23.4.1. Instructor trainees may start core task certification and fulfilling “Required Training”
minimum hour requirements to include lesson plan preparation, academic counseling of students,
and subject matter testing prior to attending the AIC. They may observe lessons, but under no
circumstances will they teach any lessons until completing the AIC. This requirement is not
waiverable.
23.5. Teaching Internship Completion. When an instructor meets all internship requirements, the
FSA/CO or designee will review all training records and sign where appropriate. Upon FSA/CO
approval, the FSA/DE will report the instructor’s internship completion to CCAF through the
CCAF STARS-FD database and ensure all training records meets the standards set forth herein
and the Master Training Plan.
23.6. FSA Faculty Folders. The FSA/DE or designated representative will maintain a
standardized hardcopy and/or electronic copies for instructors enrolled in internship. After
completion of internship training data will be transcribed into STARS-FD. Maintenances of
electronic faculty folders documents instructional credentials for each instructor IAW the master
training plan and CCAF PDG. A STARS-FD record will be maintained on all staff with the
exception of civilian and commandant.
23.6.1. Lesson Qualification Training. Document lesson qualification in the training folder. As
FSA/DE and course directors introduce new lessons into the curriculum, add the new lessons to
the running list of lessons the instructor is qualified to teach.
23.7. Development.
Page 24
23.7.1. Instructor Evaluation Program. Use the faculty folder to document instructor evaluations.
Once complete keep all instructor evaluations on file in each faculty record located in STARSFD. A qualified CCAF faculty member must conduct the instructor evaluations required to
complete the Teaching Internship and annual requirements. Beyond that, the FSA/CO may
conduct instructor evaluations; however these evaluations will not count toward frequency
requirements (i.e., semiannual, no-notice, IIQT).
23.7.2. Instructor Trainees (Non-Qualified Instructors). As a minimum faculty members must
receive three successful instructional evaluations by a fully qualified instructor to complete the
teaching internship. If an instructor does not teach during a class (e.g., emergency leave, TDY),
place an MFR in the faculty folder explaining the missing evaluation(s). Do not evaluate nonqualified instructors on a no-notice basis.
23.7.3. Instructors and Instructor Trainers (Fully Qualified). Evaluate fully qualified instructors
annually. Evaluate the entire lesson. Do not conduct subsequent evaluations on the same lesson
unless the instructor received an overall “needs improvement” rating on the initial evaluation or
the lesson has been revised by the DE or course directors.
23.7.4. Strong Evaluation Program. A strong evaluation program is the most effective way to
improve instructor teaching skills, ensure instructors teach the curriculum as designed and
identify training requirements. It requires more than meeting the minimum frequency standards
for evaluation and must include all of the following components:

Thorough and purposeful written feedback directed at improving instructor effectiveness or
lesson delivery. Focus feedback comments on instructional strengths, areas for
improvement and action plans for achieving necessary improvements.

Use of summary and test item statistics to determine if instructors require additional
evaluations.

Additional instructor evaluations when an ARB discovers an institutional failure to conduct
the instructional program as designed. MFR filed with ARB package.
23.7.5. Master IST Plan. Keep a Master IST Plan in a centralized binder and maintain the IST
documentation on file for three years. Instructors must receive 16 hours of IST each year.
Organize the two sections as follows:
Section 1 Actual/Additional IST Log. Use FSA/DE developed spreadsheet to list all IST
sessions conducted during the CY. Perform test data analysis reviews as per paragraph 10
to identify teaching strengths and weaknesses and schedule IST sessions accordingly. Use
the findings to drive IST improvement actions.
Section 2 IST Log. Use FSA/DE developed log to list all IST sessions. The form header
must contain the IST title or subject, number of hours and reason for topic selection.
Section I and II must contain staff members present/absent.
23.7.6. Professional Development. Each instructor must engage in professional development
each year. Document professional development hours in the faculty enrichment document
semiannually. Professional development programs must support the Air University mission
through maintaining/expanding the expertise in the academic disciplines taught.
Page 25
23.8 . Adjunct Faculty. Adjunct faculty will be either a MSgt or SMSgt, with minimum of 2
years experience, and will have either a CCAF or associate degree. All qualification will have to
be met outlined in the vacancy announcement. If the need arises, the Commandant has final
approval for establishing, qualifying and maintaining an adjunct faculty. All qualifications as
described in this procedural guidance will apply.
24. Occupational Instructor Certification (OIC) Program. This certification program
formally acknowledges instructor qualification and teaching experience. Practical teaching
experience is derived only from the hours taught from an FSA lesson approved by CCAF and
with a published educational objective as part of standardized curriculum. Any deviation must
be processed and approved by written waiver IAW paragraph 1. The CCAF Campus Affiliations
Policies, Procedures and Guidelines outlines all the eligibility requirements. The CCAF
Affiliated Schools Liaison is the focal point for submitting OIC nominations on behalf of the
commandant. The CCAF Affiliated Schools Liaison will process approved nominations by
submitting a signed letter by the commandant.
Direct all questions concerning the OIC to the CCAF program manager at
ccaf.dfal@maxwell.af.mil Please mail letters to:
CCAF/DFAL
OIC Program Manager
130 W. Maxwell Blvd
Maxwell AFB, AL 36112-6613
25. Manual Operations: In case of network failure, there is a external hard drive locked away
in out text control cabinet. This hard drive is clearly identified as the curriculum backup drive.
Course curriculum plans, lesson plans, slides and test for all component and in-resident courses
are located on this hard drive. In addition to curriculum data, the school evaluation plan and
program outcome objectives have also been stored on this device. We also maintain hard copies
of all required source documents within the director of education continuity file, student study
guides and instructor lesson plans.
26. Guest Lecturers, Subject Matter Experts and Speakers of Opportunity. The use of guest
lecturers, subject matter experts or speakers of opportunity are an enhancement to the FSA
experience. However, only CCAF faculty members can assume ultimate responsibility for
meeting instructional objectives in a CCAF course. Therefore, only CCAF faculty will teach
FSA lessons with stated educational objectives. Use FSA/CO hours when augmenting FSA
lessons. As a result, any time non-faculty members augment FSA lesson plan material, a
qualified FSA faculty member must be present during the entire presentation to ensure the
students understand the relationship between the lesson objective and the presentation.
// SIGNED //
PAUL L. HUGHES, CMSgt, USAF
Commandant
Page 26
Sample PROCEDURAL GUIDANCE REVIEW ROSTER
I have been briefed by my Flight Instructor and understand my responsibility to adhere to USAF
First Sergeant Academy Procedural Guidance.
NAME
401.
MSgt
402.
MSgt
403.
MSgt
404.
MSgt
405.
MSgt
406.
MSgt
407.
MSgt
408.
MSgt
409.
MSgt
410.
MSgt
411.
MSgt
412.
MSgt
413.
MSgt
414.
MSgt
415.
MSgt
DATE
Attachment 1
Page 27
SIGNATURE
DEPARTMENT OF THE AIR FORCE
AIR UNIVERSITY (AETC)
Date
MEMORANDUM FOR UNIT/CC
Street Address
City, State Zip Code
FROM: USAF First Sergeant Academy
56 Hodges Avenue South
Maxwell-Gunter AFB, AL 36114-3219
SUBJECT: Administrative Release (Members Rank, Name and SSAN)
1. On _______, MSgt _______ notified his/her instructor SMSgt _______, of an extenuating
circumstance. He/she has been notified (circumstance): _______. MSgt _______ is hereby
administratively released without prejudice from the United States First Sergeant Academy
class ___, as of (date and time). MSgt _______ is authorized to immediately depart MaxwellGunter AFB to return to home station. His/her instructor, SMSgt ________, has provided
him/her with a safety briefing prior to his/her departure.
2. I have coordinated his/her release with member’s Command Chief. If you have any
questions, please contact me at DSN 596-2900.
PAUL L. HUGHES, CMSgt, USAF
Commandant, First Sergeant Academy
Attachment 2
Page 28
DEPARTMENT OF THE AIR FORCE
AIR UNIVERSITY (AETC)
Date
MEMORANDUM FOR ACADEMIC/DISCIPLINARY REVIEW
BOARD MEMBERS
FROM: FSA/CO
SUBJECT: Letter of Appointment
1. You are appointed to conduct a review into the potential disenrollment of [rank and name of
student] from the United States Air Force First Sergeant Academy and to make a
recommendation whether disenrollment or other action is appropriate.
2. As part of your review, I ask you to consult our FSA Procedural Guidance for policies
pertaining to and standards expected of a student attending this course. Additionally, you will
have an opportunity to hear an opening statement from the member and ask pertinent questions
related to the proceedings.
3. At the conclusion of your review, the board will provide a written report to me with your
findings, conclusions, and recommendations.
PAUL L. HUGHES, CMSgt, USAF
Commandant, First Sergeant Academy
1st Ind., C/S/MSgt _____________________
I have been briefed on my responsibilities.
___________________________________
Signature of Board Member
Attachment 3
Page 29
DEPARTMENT OF THE AIR FORCE
AIR UNIVERSITY (AETC)
Date
MEMORANDUM FOR THE COMMANDANT
FROM: (BOARD PRESIDENT)
SUBJECT: Academic/Disciplinary Review Board (ARB/DRB)
1. On _______, an ARB/DRB was conducted as a result of MSgt _____________________
(reason for board):
2. The board consisted of C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______,
(SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol) and SMSgt _______, (FSA
staff member participating as an advisor). The board was briefed on its responsibilities.
3. During the board process MSgt _______ was interviewed and asked about (reason for
board): _______. Member’s response:
4. Based upon the findings of this ARB/DRB our recommendation is disenroll / retain MSgt
_______ from/in Class ___.
___________________, C/S/MSgt, USAF
Board President
____________________, C/S/MSgt, USAF
Board Member
____________________, C/S/MSgt, USAF
Board Member
____________________, C/S/MSgt, USAF
Board Member
1st Ind, FSA/CO
MEMORANDUM FOR ARB/DRB
I concur / nonconcur with the findings of the board.
PAUL L. HUGHES, CMSgt, USAF
Commandant, First Sergeant Academy
Attachment 4
Page 30
DEPARTMENT OF THE AIR FORCE
AIR UNIVERSITY (AETC)
Date
MEMORANDUM FOR MEMBER
FROM: USAF First Sergeant Academy
56 Hodges Avenue South
Maxwell-Gunter AFB, AL 36114-3219
SUBJECT: Academic/Disciplinary Disenrollment (Member’s Rank, Name & SSAN)
1. I am notifying you that you are disenrolled from the First Sergeant Academy Class ___ for (reason for
disenrollment): _________________. As a result of this disenrollment, you are eligible to return to the
First Sergeant Academy (FSA) __________ (six months/one year) from date of this letter and upon the
recommendation of your chain of command.
2. My reason for this decision is that you (reason for board): ___________.
3. The board consisted of C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office
Symbol), C/S/MSgt _______, (SQ/Office Symbol) and SMSgt _______, (FSA staff member participating
as an advisor).
4. During the board process you were interviewed and asked about (reason for board):
________________. Member’s response: ________________.
5. Should you decide to appeal this decision, submit your request for appeal and any matters you wish
considered to:
Barnes Center/CC
550 McDonald Street (Bldg 1143)
Maxwell-Gunter AFB, AL 36114
(334) 416-1470 / DSN 596-1470
PAUL L. HUGHES, CMSgt, USAF
Commandant, First Sergeant Academy
1st Ind, Member’s Rank and Name
I acknowledge receipt and understanding of this decision at _____ hours on ________ .
Attachment 5
MEMBER’S NAME, MSgt, USAF
PageStudent
31
DEPARTMENT OF THE AIR FORCE
AIR UNIVERSITY (AETC)
Date
MEMORANDUM FOR UNIT/CC
Street Address
City, State Zip Code
FROM: USAF First Sergeant Academy
56 Hodges Avenue South
Maxwell-Gunter AFB, AL 36114-3219
SUBJECT: Academic/Disciplinary Disenrollment (Member’s Rank, Name & SSAN )
1. I have disenrolled MSgt _________________from the USAF First Sergeant Academy, Class ___ for
(reason for disenrollment): _______. As a result of this disenrollment, he/she is ineligible to return for at
least _______ (six months/one year).
2. My reason for this decision is that (reason for disenrollment): _______.
3. An Academic/Disciplinary Review Board was convened on _______ for MSgt __________. The board
consisted of C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt
_______, (SQ/Office Symbol) and SMSgt _______, (FSA staff member participating as an advisor). The
board recommended disenrollment, to which I concurred.
4. I can provide additional comments and/or feedback as needed. If you have any questions, please feel
free to contact me at DSN 596-2900.
PAUL L. HUGHES, CMSgt, USAF
Commandant, First Sergeant Academy
Attachment 6
Page 32
Academic Review Board (ARB) Roles and Responsibilities
ARB Purpose. The purpose of the ARB is to:
- Determine if the institution met or failed to meet its responsibilities.
- Determine if students met their responsibilities.
- Provide input (not the decision) to the commandant on additional remediation options for
any student not meeting minimum academic standards.
Factors to Consider During the Review
When determining if the school and the student met their responsibilities, board members will
consider the following:
Did the school teach the instructional program as designed?
-
Review the course data to verify the instructor used the current lesson plan and the school
administered the current tests.
Review instructor evaluation forms as they provide evidence the instructor taught lessons
as designed.
Did the test environment meet test administration requirements?
Has the school taken measures to improve instruction?
-
Check trend data to determine if typical performance of the instructor’s flight is lower in
relation to the other flights. If so, are documented evaluations available identifying
instructional weaknesses? Did the instructional weakness contribute to the student’s
failure? Has the school conducted and documented ISTs based on statistical
comparisons?
Is the instructor qualified?
-
Review the instructor’s AF Form 623 to verify certification on all core tasks.
Review the instructor’s Training Records (STARS electronic faculty folder) to verify the
instructor was qualified on the lesson(s) contributing to the student’s failure.
Review the instructor’s (STARS electronic faculty folder) to verify the school conducted
lesson evaluations per paragraph 22.4.
Was the student aware of his/her responsibilities?
-
Did the school brief the student on the student responsibilities?
Did the student sign a roster verifying understanding of the PG requirements?
Page 33
Did the student engage in the learning process?
-
Did the student complete all homework, objective, performance and remediation
assignments on time?
- In class, did the student listen actively, think critically and willingly discuss lesson
principles?
- Did the student engage in study groups and/or review sessions?
- Did the student put forth the necessary effort to achieve educational objectives?
Note: If the student is lacking in one or more of these areas, then the student did not put forth
enough effort, and a disciplinary release may be more appropriate.
Miscellaneous Considerations.
Review Study Notes. Did the instructor review the student’s study notes? Do the student’s notes
accurately represent lesson principles? Are the student’s notes complete? The answers to these
questions provide information useful in developing a remediation plan of instruction.
Learning Environment. Do any counseling records address this area?
Additional Duties. Did the instructor or flight leader assign the student any extra duties that
interfered with study time? If so, did anyone offer the student an opportunity to give up those
duties to provide more time for studying? Do any counseling records address this area?
I have read and understand my role and responsibilities as a board member.
_____________________________________________
Print Name and Sign
Attachment 7
Page 34
________________
Date
5 Aug 2013
MEMORANDUM FOR CCAF/CD
FROM: Barnes Center/FSA
SUBJECT: Change Course Curriculum Plan (MFSA8F000, MANG8F000, RES10090)
1. The United States Air Force First Sergeant Academy Principle of Instruction dated
October 2012 has changed to reflect the following:
a. In-Resident Course: Sexual Assault and Awareness and Report changed
from 1 to 2 hours, per HQ AF directive.
b. In-Resident Course: AFPC Personnel Products has been removed to
accommodate additional hour.
2. If you have any questions contact me at 416-2900
//signed, jmh//
JENNIFER M. HELLWIG, SMSgt, USAF
Director of Education, FSA
Attachment 8
Page 35