CFI Profile Best Practices (That Actually Get You Students)
Your profile isn’t a resume. It’s a decision page: “Do I trust this instructor, at my airport, for my goal, with my schedule?” Use this checklist to build a high-converting, privacy-first CFI profile on Aviator Network.
Reminder: Profiles aren’t public. Messaging unlocks only after a verified connection — so your profile needs to communicate “fit” quickly.
The 10-second test
A student should understand these in 10 seconds:
✓
What you teach
Services/goals you support (PPL, IR, checkride prep, proficiency, etc.).
✓
Where you teach
Airports you actually serve. Be specific.
✓
When you’re available
Fully available or clear days/time blocks.
✓
Airplane access
If you can provide access, say so. If not, say what you can do.
✓
Why you’re a fit
Your teaching style + niche + proof (short and honest).
What students care about most
Availability
Can we train consistently?
Airport convenience
Are you close to me / my aircraft?
Goal fit
Do you specialize in what I need right now?
Communication
Do you explain clearly and stay calm?
Structure
Do you have a plan — or are we winging it?
Professionalism
Reliable, safe, organized, respectful.
Profile sections (what to write + examples)
1) Headline / positioning (1 sentence)
Be specific, not generic.
Example
“Instrument proficiency + checkride prep at KORL/KISM. Calm, structured training.”
Tips
- Mention 1–2 airports.
- Mention 1–2 services/goals.
- Add 1 differentiator (languages, structure, availability, aircraft access).
2) Services
Match the words students use.
Example
Use: “PPL”, “Instrument Rating”, “Checkride Prep”, “Proficiency”, “Night”, “Cross-country planning”, “Flight review”
Tips
- Don’t list everything if you don’t actively teach it.
- If you do finish-ups or checkride prep, say so.
- If you prefer a certain stage (early PPL vs late-stage), include it in your approach.
3) Airports served
This is one of the biggest conversion drivers.
Example
KORL, KISM, KSFB (with notice), KBKV (weekends)
Tips
- Only include airports you can realistically serve.
- If you travel, say your radius and if you require minimum block time.
- If you prefer one airport, list it first.
4) Languages
A real advantage — but only list what you can teach in.
Example
English, Spanish
Tips
- If you can brief/debrief in another language, add it.
- Avoid exaggerating — trust matters.
5) Availability
Clarity beats optimism.
Example
Mon/Wed/Fri evenings + Sat mornings. Two consistent lessons per week preferred.
Tips
- If you’re ‘fully available’ make sure it’s true.
- If you’re limited, it’s fine — just be specific.
- Students choose the instructor who can train consistently.
6) Airplane access
Be transparent.
Example
“I have access to a C172 for training.” OR “I instruct in student/rental aircraft.”
Tips
- If you don’t have access, say what you can help with (planning, proficiency, mock orals).
- If you do have access, clarify whether it’s rental, club, or owned (no need for details).
7) Your teaching approach (3–6 sentences)
This is your trust builder.
Example
“My priority is safety + confidence. We train with a simple plan: pre-brief, clear objectives, one main focus each flight, and a debrief with homework. If you’re prepping for a checkride, we’ll work backwards from the ACS and build consistency.”
Tips
- Keep it short and structured.
- Emphasize calm communication and clear objectives.
- If you specialize (finish-ups, instrument confidence, anxious students), say it.
8) Proof (optional, but powerful)
Honest proof is better than bold claims.
Example
“Recent: 3 checkrides in the last 60 days.” / “Instrument finish-ups” / “Student testimonials”
Tips
- Only claim what you can back up.
- Use anonymized student outcomes if needed.
- One short testimonial line helps a lot.
9) First lesson expectations (reduce friction)
Students want to know what happens next.
Example
“First session: goals + training plan + logbook review + schedule. Then we book the first flight.”
Tips
- Explain what you do in the first meeting.
- Set expectations about punctuality, cancellations, and prep.
10) Call to action (CTA)
Make it easy for students to take the next step.
Example
“If you’re training at KORL/KISM for PPL or IR, send a request and include your availability + whether you need an airplane.”
Tips
- Ask 2–3 quick questions (goal, airports, airplane, availability).
- Avoid long paragraphs — students skim.
High-converting copy templates
Headline options
1) “Instrument proficiency + checkride prep at [AIRPORTS]. Structured, calm training.” 2) “PPL training at [AIRPORT]. Two lessons/week preferred. Clear plan + debrief homework.” 3) “[LANGUAGE] instructor. [SERVICE] at [AIRPORTS]. Patient, safety-first coaching.”
Teaching approach (fill-in)
My style is [calm/structured/direct/supportive]. We train with a simple system: pre-brief, clear objective, fly, and a debrief with 1–2 homework items. If your goal is [PPL/IR/checkride], we’ll build a plan around the ACS and your schedule. Best fit for students who can train [X] times/week and want [structure/proficiency/confidence].
First lesson expectations
First session: goals + timeline, logbook/status review, aircraft/access plan, and scheduling. Then we book the first flight and I’ll share your training plan + what to study next.
Common mistakes (and quick fixes)
Avoid
“I teach everything.”
Do this
Pick your top 2–4 services and your best airports. Be the obvious choice for a specific student.
Avoid
Airports list is empty or vague.
Do this
List the exact airports you serve. This is one of the strongest filters students use.
Avoid
Availability says “flexible” but no details.
Do this
Add days/time blocks and your preferred cadence (ex: 2 lessons/week).
Avoid
No plan, no structure.
Do this
Add 3–6 sentences describing your training system (brief → objectives → debrief → homework).
Avoid
Overpromising outcomes.
Do this
Keep proof honest and simple. Trust converts better than hype.
Avoid
No CTA.
Do this
End with: goal + airports + airplane + availability. That’s it.
Pro tip: reply speed wins
Students often message multiple instructors. A fast, professional reply with a structured next step can beat a “better” resume.
Aviator Network specifics (to maximize matches)
Match visibility depends on:
- Services listed (must match the student’s goal)
- Airports served (used for sorting/overlap)
- Languages (used for sorting/overlap)
- Airplane access (required when student needs it)
- Availability (helps students choose quickly)
Connection cost clarity:
CFIs are charged only if the student accepts the request. Students are never charged. The purpose is to keep requests intentional and reduce spam.