1. Current member of RMR or AMR.
2. Current driver's license, preferable Colorado.
3. Top notch communication skills.

4. Knowledge of Colorado tracks.

5. Knowledge of mechanical principles as applied to track driving, including suspension, tires, and handling characteristics of various models of Porsches.

6. A consistent record of skillful, controlled, safe driving on the track. A role model for new members. Represents the spirit of the PCA/RMR/AMR drivers school.

7. Minimum 3 years in RMR/AMR, with participation in at least 12 drivers schools (more is preferable). Experience in other PCA regions or racing may be considered as a partial substitute.
8. Must have a minimum of 6 RMR/AMR drivers schools in the previous 24 months.

9. Same as above.
10. Participate in instructor training day at least every other year.

11. Participate in a minimum of 3 drivers schools in 2 years, actively instructing with multiple students.

An active instructor not meeting the above criteria will be changed to inactive status. An inactive instructor does not have instructor privileges. Reinstating to active status requires participation in an instructor training day, including a role-play check ride, and in the same year participation in a drivers school, including instructing multiple students.

Unsafe conduct by an instructor will be reviewed, with possible consequences being temporary or permanent loss of instructor privileges, and in extreme cases, restrictions on participation in PCA events.

1. Complete application

2. Submit application to Instructor Committee:
    a. return to applicant for further information.
    b. reject it because it does not meet published criteria and minimum experience levels,
    c. accept it subject to candidate attending orientation with committee and satisfactory     
        completion of checkruns with committee members.

3. Committee conducts an orientation session with the instructor candidates. Session consists of instructor conduct, "tricks of the trade" and coping with the expected situations you encounter as an instructor.

4. Committee conducts check runs with each individual candidate. Candidate is required to complete checkruns with no less than two and not more than five of the committee members.

5. Upon completion of the check runs, the committee meets and votes (by simple majority) on the acceptance or rejection of the candidate Candidates are notified immediately.

6. Candidates who are accepted are on probation for a period of one year. During this time they are evaluated on; attendance, feedback from students, observation and evaluation by the instructor committee.

7. Rejected candidates may reapply after one year.

Candidate is evaluated on the following criteria:

#1: Candidate driving with instructor observing

a) smoothness
b) technique
c) control
d) consistency and line

Instructor observes and comments to assist candidate in learning to meet the criteria

#2: Instructor drives and candidate instructs

a) Instructor role-plays a particular type of student, possibly as a first-timer, possibly as a more experienced student. The candidate treats the role-play as a real situation.

b) The candidate determines the driving and individual needs of the role-play, and adapts the instruction to suit.

c) Candidate talks "driver" around the track and makes appropriate comments when "driver" errors (some of which may be done deliberately) to test the candidates knowledge and ability to communicate and constructively instruct.

#3: Candidate is critiqued by those instructors who have conducted the checkruns.

The following information includes the actual instruction required by the instructors in assisting a student. It is provided in order of the training process. Read each section carefully and teach as the information indicates for the best instruction results:

In addition to the information provided in this instructors guide, instructors should also be familiar with "The PCA/RMR Introduction to High Performance Driving" booklet. This booklet explains the basic techniques of track driving and it includes track write-ups and maps. It will be given to all new drivers school participants, and will therefore be a key influence in their perceptions on track driving

Steps to follow in training:

A) You can begin to instruct a student by first knowing their level of experience. With students you don't know, be sure and ask. Do not assume they know what they are doing. Find out if they have ever been to a drivers school before, or driven on this track. Also ask what kind of tires they have, and what pressures they are using.

B) One of the key characteristics that distinguishes the best instructors is the ability to understand and connect with the student. What is the students mood, attitude, frame of mind? Confident, anxious, excited, detached, scared? What are the student's goals? What is the student's ability to learn facts, and what is their ability to learn skills?

Introduction to the car

Outside (tire pressures, lug nuts)
Inside (seating position, seat belts, hand position)

Introduction to the school

Goals (safety, learning, fun)
Terms (apex, turn-in, reference points)
Procedures (staging, entering, passing, exiting, re-entering from a spin)

Driving the track

Vehicle dynamics (smooth: accelerating, braking, turning)
Proper line (brake points, turn in, apex, exit)
Trouble situations (drop-offs, spins, no brakes)
Cool down techniques (easy brakes, one gear higher)

D) Check the student's clothing:

Be sure the student is wearing cotton long-sleeves and pants.
Ensure the helmet is strapped on.
Thoroughly explain the rationale and reasons for these requirements.

E) Check the student's driving position:

Ensure the student's hands naturally grip the wheel at 10 and 2 (or 9 and 3).
Ensure the seat belts are fastened and driver's window is open.
Correct seating position problems before you enter the track.

F) Review all the terms you will be using which are unfamiliar to the student. Make sure they thoroughly understand apex, turn-in, and reference point..

G) Before you drive a student's car, check the brake pedal travel, and test the clutch engagement point. This will allow you to "expertly" drive the students car even though you've never been in it before.

Steps to follow in training:

A) When the student has never driven this track before, the instructor always drives the first few laps to demonstrate the line and points out reference points for braking. Note the passing zones, and the appropriate time to check the mirrors. (Never drive the students car at the limit!)

B) Demonstrate an easy, smooth lap.

C) Explain everything you are doing, and why. "Now I'm braking and downshifting while still going straight, because the balanced chassis gives me the maximum traction for braking. When that is complete, I find my reference point and turn-in. Notice I'm looking ahead to the apex. There it is. Now I squeeze the throttle to minimize the weight transfer and let the car drift out to the exit point."

Point out the pylons placed around the track are there as reference points only. To properly apex a given corner, in a particular car, you may end up with an apex which is either earlier or later than the apex cone placement.

Illustrate several times the different driving maneuvers and techniques, until you are convinced the student fully understands your demonstration.

Steps to follow in training:

A) Talk to the student while they are driving. (NEVER JUST SIT THERE)

Students become edgy and nervous when you don't talk to them, they often assume they must be doing something wrong.

B) Communicate and teach nearly every turn. Whether it's just "Good Turn!", "Brake and downshift in a straight line, now wait ... look for the apex...Good!", "Smooth brakes, squeeze the gas... that's it!". A running dialogue is part of effective instruction.

C) Provide hand signals to communicate in noisy race cars.

D) To the student, you have the driving expertise, and they expect to learn as much information as possible. Your responsibility as the instructor is to ensure they always receive your best effort.

E) Explain terms used in auto-crossing. Define what an " apex" is and why it's so important.

F) Explain why "reference points" help achieve consistent results, and that tall weeds and pavement changes make good reference points.

G) Continually seek how they feel and if they are comfortable. ( NEVER PUSH A STUDENT BEYOND THEIR OWN CONFIDENCE LEVEL.)

H) Be positive! Good executions should be rewarded by commenting to the student. Brush off minor mistakes, and point something good in every ride.

I) Actively seek feedback. For example, "Did you feel how turning smoothly allowed you to accelerate sooner in that last turn?" "Don't you think this turn is easier when you hit the apex perfectly?" "Do you think you can do that every lap?" "Where do you feel strong in your driving abilities?" "Where do you feel weak in your driving so I can concentrate on instructing you in that area?"

J) Always note the positives. "You recovered from that nicely" or "Did you notice how much easier it was to recover when your hands were at 10 and 2?"

K) Offer constructive statements for improvement.

L) While the student is driving, ensure they constantly check to see if anyone is behind them.

M) Ensure they are conscious of faster traffic and reinforce the habit of repeatedly checking their mirrors.

N) Instruct the students to check their gauges at this time. Explain why this is important for their driving safety.

O) Explain the importance of the line and how they need to have a firm foundation in following the line and vehicle dynamics before they can increase their speed.

Many students try to drive too fast when they first attend a driver's school.

P) Suggest the student "short shift" (shifting to a higher gear at a much lower revs), and concentrate on picking braking and turn in marks.

Q) Focus the student's attention on the things they should be feeling (front/rear weight distribution, smooth braking techniques, smooth turn-in), and they will begin to slow down.

R) Teach the student to listen (feel) to what the car is telling them. Working on threshold braking is a good exercise to get the student "feeling" the car.

S) Sense the students mental state. If they lose their concentration, just slow down and work on the line.

T) TALK AHEAD, THINK AHEAD, LOOK AHEAD. This is the best way to drive, and this is the best way to instruct. Analyzing the previous turns can be confusing to a student who is wound up with all of the sensory and factual information. Keep discussion of the previous turns short, you can go into more detail on the cool down lap or after the practice session end.

U) Use tone of voice as a communication tool. If you are emphasizing smoothness and rhythm, then talk smoothly and with rhythm. If you are emphasizing spirit and aggressiveness, then talk with excitement and enthusiasm. Tone of voice in many ways is a more powerful tool than choice of words.

V) If you are with an intermediate or advanced student, and you plan to keep quiet for a few laps to see how the student drives, be sure to make it very clear to the student that this is what you plan to do and why.

All of the techniques in this section are not expected to be mastered in a single weekend. Usually you identify one or two things to practice with a student.

For the novices, smooth changes in vehicle dynamics, and staying on the proper line are the most important, so concentrate on those topics with first-time students.

Steps to follow in training:

A) Teach visualization. Visualization techniques allow the student to increase the amount of practice time available during a driver's school weekend.

After coming off of a practice session, ask the student to take some time to sit in the car and visualize driving around the track. This helps them concentrate on the line and begins to make the braking and shifting automatic.

An exercise to work on while visualizing is to time an imaginary lap. With a little practice, it will be possible to visualize a lap that takes the same amount of time as an actual lap on the track.

B) Make every effort to work a corner with a student, use the opportunity to critique other drivers on the track. Later follow up with the student to see if they were able to use the information gained in observing other drivers on the track.

C) Ask the student to describe the track. They can do this before getting on the track or during their first few laps. From their description you might determine if they don't "know" the proper line and techniques or they just aren't using the line techniques.

D) To move a student over the threshold where they must begin to slide the car, you begin by practicing the slide in slow corners (such as #3 at Aspen).

E) To improve corner speed, instruct the student to tighten up the exit. If they can change the exit point of a turn so the car completes the turn in the middle of the track instead of the outside edge, then they learn the turn can be taken faster.

This is not something that should be tried for every turn, but it can help identify turns where the full potential of the student/vehicle combination is not being realized.

Another technique for corners is to tell students to "Enter conservatively, exit aggressively."

Students who have the basic line down and are smoothly driving the car can often improve their performance by learning a few techniques such as:

1. Using all the throttle and all the brakes
2. Driving until braking
3. Trail braking
4. Checking for maximum speed through the turns
5. Modifying the hand position for extremely tight turns
6. Heel-and-toe. Show the student how, then recommend the student experiments with heel-and-toe in a safe place off the track (such as parking lots or empty streets). The student should then be ready to refine the skill on the track
7. Finding the "right" gear for a particular corner

Experienced drivers still can benefit from your observations while they are driving.

1. Here the discussion centers around alternative lines,
2. Optimizing traction by adjusting the slip angle of the tires.
3. Teaching where the driver could be smoother,
4. Refined turn set-ups allowing earlier throttle
5. Adjusting the suspension may be very valuable.

Please keep the following in mind when instructing:

Turn in point - the point at which a car begins a turn. Same as the entrance to a turn.

Exit point - The exit point of the turn.

Understeer - a condition where the car continues relatively straight ahead even though the front wheels are turned. This is caused by the front wheels losing traction and sliding toward the outside of the turn. Also referred to as pushing or plowing.

Oversteer - a condition where the car is turning more that the front wheels are turned. This is caused by the rear of the car losing traction and sliding toward the outside of the turn.

Weight transfer - The apparent change in weight seen by the suspension when an acceleration force is applied to the vehicle. Weight transfer can be minimized by stiffer suspension components or smoother driving.

Heel-and-Toe Braking - Using the right foot to depress the brake pedal and blip the throttle for a downshift at the same time.

Geometric Apex - the point at which an arc of constant radius (the largest that will fit) will touch the inside of the turn.

Early Apex - Any apex that occurs before the geometric apex.

Late Apex - Any apex that occurs after the geometric apex.

Line - The path taken through one or more turns.

Slip Angle - The difference between the direction a tire is pointed and the direction it is traveling. May also be applied to an entire vehicle.

Trail braking - continuing to apply some brakes while beginning a turn.

Lift - A lift of the gas pedal to reduce speed slightly and to set up a turn by settling the suspension.

Tap - A quick smooth use of the brakes to reduce speed slightly and to set up a turn by settling the suspension.