GATE 01: Instructor 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.

In this lesson: Why ethics in this work isn't a compliance layer — it's the structural foundation that exists because of the asymmetry between facilitator-with-power and participant-in-altered-state. You'll work with the Colorado Code of Ethics as your anchor document, treat equity and bias as ethical terrain (not a separate diversity layer), and learn to recognize the four most common pitfalls — power dynamics, financial conflicts, dual roles, and promises — before they catch you.

A working map of where psychedelics sit legally around the world — the five-category policy matrix from full criminalization to fully regulated services. The pivotal distinction decriminalization is not legalization is named clearly, with practical implications for advertising, disclaimers, and how Colorado Prop 122 and Nevada SB 242 fit into the global picture.

The state frameworks you're operating inside, in detail. Colorado's NMTP licensing pathway and facilitator requirements. Nevada's SB 242 pilot framework as comparison. A training-requirements crosswalk so you know what each state expects, plus the iETA Alignment Matrix mapping activity. Open-book — but you need to know what you're looking at to use it.

The seven essential elements of informed consent — and the difference between knowing them and being able to deliver them. You'll work through participant rights, truthful outcome framing, the introduction to touch consent (foundation for M06), and consent drift — the slow erosion that catches careful facilitators off-guard. The lesson ends with you drafting your own consent script and having a partner pressure-test it.

Three live scenario stations applying everything from L01–L04. An advertising-audit station (does this overpromise?), a financial conflict-of-interest station (where does the line sit?), and a boundary scenario (what does scope erosion look like in real time?). You'll rotate with scoring sheets, draft an action note for one scenario, and prepare for miniOSCE Station B.

What this is: A short structured assessment embedded in the module window — about 20 minutes, two stations. Station A asks you to deliver an informed-consent script aloud to an evaluator, with attention to scope, truthful framing, and the seven essential elements. Station B asks you to audit advertising copy against CO regulatory and ethical standards. Both stations are pass/refine — calibration, not punishment.

In this lesson: The four bias categories every facilitator carries into the room — affinity, attribution, confirmation, and harmony — and how your DISC orientation creates predictable bias risk patterns specific to your style. You'll complete the Bias Triggers Inventory and build a structural mitigation plan for your primary trigger.

Why altered states make transference and countertransference predictable in facilitation work, how to recognize the most common forms in the moment, and what the professional response looks like — including neutralizing scripts that hold warmth and boundary simultaneously.

The three harm reduction categories — physical, environmental, and informational — that determine session safety before anyone arrives. You'll learn why informational harm reduction is the most overlooked category, and build your own pre-session safety checklist as a portfolio artifact.

Early escalation marker recognition across three signal domains, the 3-step de-escalation sequence (and why the order matters), the 10-minute rule, post-incident follow-up, and scope-compliant documentation. This lesson is your primary preparation for the Module 03 miniOSCE.

The five minimum documentation artifacts for facilitation practice, the documentation hygiene rules that keep your records scope-compliant and legally defensible, how to build a 30-day PD micro-goal that actually changes behavior, and your first draft of the North Star Pledge — iETA's signature portfolio artifact.

How to use DISC as an adaptive communication tool — not a self-description — when working with participants whose communication orientation differs from yours. Includes the Do/Don't framework for adapting without stereotyping, and the silence management challenge specific to each DISC style.

What this is: What the live de-escalation station assesses, the performance criteria across all three steps of the sequence, the timed documentation note component, and exactly how to prepare — because reading the steps and performing them are different skills.