Driver Ed Perspectives Scan of Zoom Book

Driver Ed Perspectives

Scan of Zoom Book by Istvan Banyai Buy the book to get the message

How Does This Apply To Driver Ed?

WE ARE ALL SOMEPLACE ON THE CONTINUUM

WE ALL HAVE LIMITED VISION BECAUSE OF OUR PLACE ON THE CONTINUUM

WE BELIEVE WE HAVE FULL UNDERSTANDING OF THE ISSUES

WE HAVE DIFFICULTY GRASPING THE REALITIES OF THE SITUATION THAT ARE TOO FAR AWAY FROM US ON THE CONTINUUM

A Brief History in Time

Driver Education

Beginnings • Started in 1928

Founding Father • Amos Neyhart

Amos Neyhart • Master’s thesis was on Traffic Safety • Developed and expanded DE program from his thesis • Taught DE at State College High School in the early ‘ 30 s.

Amos Neyhart • Developed the teacher training program at Penn State College in 1936 • Wrote the first driver ed book “The Safe Operation of an Automobile” in 1934

Used his 1929 Graham-Paige auto to teach behind the wheel

First National Conference • 1949 • Jackson’s Mill, West Virginia • Professionals and Presidents of state associations met • Developed the first de facto national standards – Most notably 30 -6 -6

Explosive Growth 1950’s to 1970’s • Newly developed university traffic safety centers • Produced an abundance of driver educators • Pushed by the insurance industry – Believed that safe drivers will take classes and therefore will be a safe risk for insurance companies

Explosive Growth • National Commission on Safety Education • Birth of ADTSEA in 1956 • DE remained optional in most states

The ‘ 70 s • The birth of DSAA in Boston— 1973 • Newer national standards

1970’s Opposition to Driver Ed • Insurance Institute for Highway Safety began a campaign against DE--1977 – Predicted who would take DE – Delay licensing until 18 at parent’s request

De. Kalb Research Project 1977 • Biggest and best ever study of DE • Two study groups and one control group – Safe Performance Curriculum— 70 hrs of instruction – Pre-Driver Licensing Curriculum— 20 hrs classroom, 1 hour btw – Parent taught—Control Group • Mixed results from the study said that DE was not an effective strategy for reducing crashes

What Happened After the Study State decision makers reduced funding to DE in schools

What Happened After the Study Reduction of programs in the school day and in high schools

What Happened After the Study Loss of support from the community for more than just getting student’s license

What Happened After the Study Rapid growth of commercial providers

What Happened After the Study Movement of DE out of DOE supervision and loss of state supervisors

What Happened After the Study Began to be seen by local administrations and school boards as frivolous and not necessary

Reduction in University Traffic Safety Courses Being offered • Fewer students means fewer classes • Fewer classes means fewer faculty positions • Universities not preparing future Ph. Ds in traffic safety • University programs ending because of retirements – Wisconsin – North Carolina

WE ARE LEFT WITHOUT ADEQUATE TEACHER TRAINING OPTIONS

Crisis

Crisis Creates: • • Opportunity to Do Some Self Examination Opportunities for Innovation Opportunity to Change the Rules Opportunity to Build Flexibility in the Process

Current Teacher Training Models • Traditional Face-to-face – credit based (college or university) – competency based • Hybrid – Face-to-face – Online, synchronous and asynchronous • Online – All instruction and evaluation

Training Model Grid F 2 F Online Hybrid North University New Hampshire Dakota Based Montana Virginia Minnesota Illinois Oregon ? Vermont Illinois Cadre Based Hawaii Oregon Owner Michigan Idaho Operator North Owner Carolina Trained Washington ?

St. Cloud State University • University credit based required for endorsement • Completely online • 13 semester hours/5 classes

North Dakota • University credit based required for endorsement – Minor Equivalency Endorsement • Completely online • 12 semester hours/6 classes

Montana • Hybrid Model University based credits – Montana Northern in Havre • Eight credits to licensure – 5 online – 3 F 2 F

Vermont • • Cadre—Hybrid—Endorsement Higher Education Collaborative Castleton College Online – Synchronous (webinar)

Vermont • Asynchronous (DQ, assignments, papers) • Face-to-Face – Meet 2 or 3 Saturdays for ZC and In-Vehicle – One week in July • Six total classes, 4 driver education specific

Oregon Originally university based at OSU Dropped when professor retired Nothing for about 10 years 1999 law changed the requirement for teacher training • ADTSEA employed to Train the Trainer • • – Foundations of Traffic Safety – Fundamentals of Classroom Instruction – Fundamentals of BTW

Oregon • 1999 law change required that: • All practicing teachers needed to be retrained • All new teachers had to meet certain requirements and be trained

Oregon • Originally face-to-face • Now a combination of ways to train – Intensive Track all face-to-face 6 – Face-to-face traditional track 9 weekends – Hybrid track multiphase—Online and F 2 F • Can take courses for credit but not required

So How Are We Doing • Through the 3 rd quarter of this year – 51 participants completed training – 46 have become licensed driver education instructors

Professional Development • Check with your state before you do the work • Chemeketa. edu – Search Driver Education – Introduction to the Playbook – Brain Based Learning – Future • Connecting the Playbook to BTW • Integrating technology into DE

We Have The: • • Opportunity to Do Some Self Examination Opportunitiy for Innovation Opportunity to Change the Rules Opportunity to Build Flexibility in the Process

Hiroo Onoda

Onoda At His Surrender

Realize that the battle changes over time

Someone with a different perspective sometimes has to show you how the battle has changed

Understand that sometimes the battle has moved on without us

Take the opportunity to change your battle plan