Ridwan Olabanji

Serve as a Senior Flight Instructor and Check Pilot, conducting stage checks and end-of-course checkrides across the training program. Flights are primarily in the Piper Archer and Seminole, evaluating performance at each phase of training and ensuring students meet Part 141 standards before moving forward. Also conduct standardization flights with instructors to keep training consistent across the program, along with participating in instructor hiring by evaluating candidates on technical knowledge and overall fit. Being a Check Pilot means working closely with instructors ahead of evaluations, especially when students are not progressing as expected. In many cases, a student may be repeating the same issue across multiple lessons, and a different explanation or approach can resolve it quickly. Those adjustments are often identified during pre-check flights or instructor discussions and show up in improved performance within a few flights. Maintaining consistency in how standards are applied, while still allowing instructors flexibility in how they teach, is a key part of the role.

Completed initial airline training on the CRJ 700 and 900, including indoc, aircraft systems, procedures, and simulator events. Training focused on learning flows, callouts, and standard operating procedures while building consistency in a multi-crew environment. Simulator sessions covered normal operations along with abnormal and emergency scenarios, with an emphasis on staying ahead of the aircraft and maintaining situational awareness. Training required a high level of preparation, with days built around study sessions, simulator blocks, and detailed debriefs. Each event reinforced the importance of discipline, attention to detail, and clear communication when working with another pilot. Exposure to that structure provided a strong understanding of how airline operations are run and what is expected in a scheduled, multi-pilot environment.

Responsible for day-to-day flight operations, including building and adjusting the schedule for a large group of students and instructors. Aircraft availability, maintenance, and Florida weather required frequent changes, often in real time, to keep training moving. Close coordination with dispatch, maintenance, and instructors helped keep students progressing without long delays. This role also involved reviewing student records and checkride paperwork before evaluations to ensure everything met Part 141 requirements. Instructors would bring forward students who were falling behind, and the focus was on identifying where progress had slowed and adjusting the training plan. In some cases that meant changing lesson pacing, in others it meant approaching the material differently, so it made sense to the student. Working through those situations helped bring students back on track and ready for their next phase of training.

Started as a flight instructor working with both international airline-sponsored groups and U.S.-based students across private, commercial, and multi-engine training. Aircraft included the Piper Warrior, Archer, and Seminole, along with time in advanced training devices to introduce new concepts before flight. Students arrived with different levels of preparation and timelines, so each lesson required a slightly different approach to keep progress steady. My time in this position involved adjusting how material was taught based on how each person understood it. Some students responded better to repetition, others to examples or scenario-based discussions. Grouping students into small cohorts helped build accountability and gave them a support system throughout training. Several students who were behind schedule were able to finish on time or early after changes to how their training was structured. In one case, a student who struggled with landings for an extended period improved quickly once the concept was explained differently, which reinforced the importance of adapting instruction rather than repeating the same approach.