GATE 01: Instructor Development Course

The two member-only spaces that open before the flight begins — one for crew, one for passengers — and what lives in each.

A walkthrough of the working materials inside the aircraft — what crew flies from up front, what passengers travel with in back, and how the pieces fit together.

How the curriculum is organized — 18 modules and the Capstone mapped across 6 phases, with the cabin materials keyed to each.

You're Founding Flight Crew. This is what that means, why it matters, and how we fly.

How the 7-week curriculum review works — what you'll do before, during, and after each Zoom session, and how your Lead Review Instructor rotation assignment fits in.

How the 7-week curriculum review works — what you'll do before, during, and after each Zoom session, and how your Lead Review Instructor rotation assignment fits in.

Your live schedule for this cohort — dates, session times, and who's leading each week. Big SNOOZE! But check back here often.

Your Founding Instructor Participation Agreement in plain language. What you're committing to, what you receive in return, and what's not being promised.

Reimbursement, commission, compensation, OH MY!
How compensation works across the three phases — your $500 deposit, the 10% recruitment commission for OG instructors only (that’s you!) , and when instructor pay kicks in.

For Flight Crew whose path is more entrepreneurial than employment-based — how curriculum licensing works, who it's for, and when to consider it.

The Flight Instructor Credential Standard. What it takes to earn wings, what they grant you, and how you keep them.

The 22-week cohort schedule template you'll use once credentialed to plan and run your own cohorts. Includes Orientation, all 18 modules, and buffer weeks.

Your path from today through Cohort 02 — Module 00, the curriculum review, your practicum, the credential gate, and full Flight Crew status. Includes our shared language so you can speak Flight Crew fluently.

Three things I need from you before we dive into Mod00: your bio, the interview questions, and a pretest drawn from the facilitator curriculum you'll eventually teach. The pretest is priority — read inside for why.

The identity shift from student to instructor, and what changes when you stand in front of the room. Why expertise is a liability in the classroom — and how to borrow back beginner's mind when you need it most.

Competencies, objectives, and outcomes — three different things that get confused all the time. What each one actually is, and how to write them so students know exactly where they're going.

Bloom's Taxonomy as your verb toolkit. Moving "understand" and "know" (you can't measure those) into "identify," "apply," and "evaluate" (you can). The vocabulary that turns good intentions into good teaching.

Pacing, presence, and knowing when to slow down. Reading the room, sitting in silence, managing time without letting the clock run the lesson. The difference between moving through content and teaching it.

Assessment architecture. Questions come from objectives — not from "stuff we covered." Backwards design: outcome → objective → lesson → assessment. How to know learning actually happened.

The difference between facilitating a lesson and reading one aloud. What to do when the script goes sideways. Why the slides aren't the lesson — and how to trust your own presence in the room.

Why every session ends with reflection, not just content. How to run a debrief that makes the next session better. The 360° feedback practice — giving and receiving, without defense.

The Colorado definition of a natural medicine facilitator. The three phases of the work — preparation, administration, integration. The five adjacent roles a facilitator is not. And the single most important concept in the program: non-directive facilitation.

The shared vocabulary that makes facilitation legible to participants, colleagues, and regulators — set, setting, integration, transference, harm reduction, and consent. Precise language isn't a formality here; it's a safety practice.

A careful orientation to the terrain — the compounds, the cultural and clinical lineages, and the regulatory frames (decriminalization, legalization, medical access, sacramental). What participants will ask you, and what you'll be able to say accurately and without bias.

How to tell peer-reviewed research from anecdote, marketing, and preprint claims. Basic study-quality signals. And how to talk about evidence with participants in language that is honest, careful, and appropriately cautious.

An honest self-assessment against the attributes this work asks of you. Therapeutic presence gets named here — the deep training comes later in M08. You'll leave with one realistic professional development action to carry forward.

Your DISC results as data, not destiny. How personal communication style shows up in listening, boundary-setting, and de-escalation — and what to do with that awareness across the rest of the program.