Teaching the Sky From the Ground – Training the Next Generation of Drone Pilots

Two kinds of days

Training runs on a simple structure: two days of theory, two days of practical. In the classroom, Theresa and colleagues prepare flight packs, keep regulatory content current and teach around nine modules before invigilating and marking assessments. On field days the kit list is long – aircraft, batteries, chargers, landing pads, cones and signage. The team sets up remote operations, briefs weather and airspace, allocates roles and then moves outside to fly. Demonstrations come first; the learners take over on the next battery, progressing exercise by exercise until they reach standard. 

Safety first – always

Because drones share airspace with crewed aircraft, planning and communication are non‑negotiable. Theresa coordinates with military units where appropriate so operations are published on internal systems, but civilian traffic can still appear unexpectedly. During a recent assessment a light ‘manned’ aircraft arrived at low level while a trainee was focused on the test. Theresa handled the air picture and risk controls while keeping the student calm – a good example of the instructor’s dual focus on learning and safety.

What keeps the job exciting

Theresa enjoys being outdoors and ‘on her toes’, tracking weather, airspace and ground risks in real time. The variety is huge – one week it’s police search scenarios, the next it’s agronomy tasks – and the most satisfying moments are when first‑time flyers pass their assessments. She also sees RPAS as a powerful gateway into aviation: compared with traditional flying, it can be more accessible and increasingly relevant as more industries adopt the technology.

What’s hard about it

Risk and weather. Learners won’t nail it first time, so Theresa has to manage incidents, adapt plans and keep nerves steady. And because many platforms can fly in rain – wind is usually the limiting factor – instructors spend long days in the elements. It’s aviation without the shelter of a cockpit.

A winding route – and why it works

Theresa began in crewed aviation: private pilot’s licence, then roles across flight operations, airline operations and training support, plus theoretical knowledge instruction. She also worked in air traffic simulations, running radar and approach scenarios with instructors to prepare trainees for the real world. That background – safety, procedures, human factors and instruction – maps perfectly onto RPAS. At Eagle Eye she first learned the business from the facilities side, then moved into the training department as an instructor and assessor. The attraction is the technology’s momentum and the work‑life balance: she gets to go home each day while staying at the forefront of a fast‑growing field. 

Skills you actually need

Theresa emphasises the essentials: sound aviation knowledge and flight safety, strong people skills, approachability, and the ability to adapt to different learning styles. Clear communication under pressure matters – so does situational awareness when students are task‑focused and might miss secondary hazards.

Pathways for young people

There’s no single academic formula. Building confidence in maths and physics helps, as both underpin flight and regulations. Colleges now offer routes that combine GCSEs/A levels with aviation‑specific programmes. Scholarships and apprenticeships exist – including introductory RPAS courses delivered through voluntary organisations – and learners then add the Civil Aviation Authority’s basic drone qualifications. From there, aspiring instructors can complete an instructor course and assessment with an approved provider such as Eagle Eye Innovations.

And her advice to someone thinking about a career within aviation and specifically working with drones? ‘Keep going. Don’t get disheartened if people don’t have the answers – find those who do. Work hard, ask questions, and you will get where you want to be.’