Administration, Supervision, and Procedures Related to Conducting the Program

There are essentially three types of programs in Driver Education that can be established by Boards of Education.

• A teacher on the school staff, who is a qualified driver education instructor, undertakes responsibility for conducting all phases of the driver education program.

• A teacher on staff who is certified by SGI, undertakes the responsibility to conduct the classroom instruction, and the in-car instruction is contracted out by a qualified driver instructor.

• A qualified driver instructor is responsible for the entire program under a contract with the school board.

Before a school division enters into a contract, it is strongly recommended that reference checks be done and in-car evaluations reviewed regarding the prospective driver instructor. Driver Instructor's Assessment Checklists criteria are included in Appendix C. Sample contracts are included in Appendix B.

Driver Education is a part of Core Curriculum. Funding for the program may come from the Foundation Operating Grant or be raised locally. School divisions are responsible for budgeting for the program.

Instructors are encouraged to work together with administrators and resource teachers to identify students who have special needs. Students with special needs are those students who need adaptations to materials, instruction and the learning environment, in order to achieve the foundational and learning objectives of the course. Students with learning disabilities, mild intellectual disabilities, physical disabilities, behavioral challenges and hearing disabilities may be enrolled in driver education. Once the instructor has the class list, he/she should contact the resource teacher in the school, to get assistance identifying adaptations that will be required for the student/s with special needs to be successful. One or more of the following adaptations may need to be made.

Classroom Instruction

• Some students may need to hear, watch and then model and demonstrate skills.
• Some students may benefit from a visual presentation of materials (videotape).
• Some students may want to tape the lesson so they can review it later.
• Some students may benefit from repeating instructions verbally (for lesson assignments, homework assignments, and in-car tasks).
• If a student is having difficulty, the resource teacher can pre-teach vocabulary or reteach the lesson, using materials that are at a lower reading level.

In-Car Instruction

• Some students may benefit from extended in-car time. Some school divisions provide up to 12 hours of in-car time. Individual needs of students will determine the amount of in-car time they need.
• Some students may benefit from breaking the skills down into progressive steps (e.g., talk through lane changing with the car stationary; talk through lane changing with the car in motion, with other cars in proximity).
• Some students may benefit from practising the skill in a non-threatening environment (e.g., introduce the student to straight line backing, precision braking, hand-over-hand steering in a vacant parking lot, progressing to more demanding situations).

Student Evaluation

• Students with reading and writing disabilities may need someone to read the question or scribe (write) their answer. This may require an alternate setting for taking the exam. Arrange this type of support with the resource teacher or other support staff.
• Students with memory difficulties will need assistance preparing for tests.
• Evaluation needs to focus on getting students ready for the exam(s). This may involve working with the resource teacher in exam preparation activities such as reviewing the vocabulary or going over related study questions.
• Students with disabilities should be encouraged to study, to use memory strategies, and to come prepared for the exam.
• When reduced or minimal material is covered in the in-car instruction, then the marking for that session must reflect the reduced content.

Matters related to a student's attendance that may affect his/her successful completion of the program will be resolved at the local level by the instructor, school administration, parent, and student. Upon request, the department is prepared to assist in mediating issues in dispute.

The Certificate of Driver Education (card size) for students is available in quantities from the local SGI examiner's testing office and are free of charge. All certificates shall be correctly completed and preferably typed. Having the Certificate of Driver Education (card size) is a requirement for booking a road test. These certificates shall not be duplicated. Replacement certificates may only be issued by the driver instructor and letters of completion may be issued by the local board of education.

Because the length of time that the driver education program may be conducted is an important factor in facilitating effective learning, coordination and integration, it deserves the highest consideration. There is a need for the total program to extend over a period of time consistent with sound learning principles that allows for some student maturation to take place. Time is needed for the development of proper habits, skills, attitudes, judgmental abilities, and behaviour. This permits a better opportunity for integrating the classroom and in-car learning activities.

The sequence and time span for structuring the various learning experiences inherent in this program are important, if effective and sound learning is to take place. The matter of length of instructional periods, number of students, and the quality of instruction are other major factors. In addition, each school has its own particular problems as they relate to scheduling, etc. The director/superintendent, principal and driver instructor must search for the most desirable solutions for structuring the program, to ensure it is educationally sound and economically feasible.

All eligible students have an opportunity to enroll in the driver education program. Eligible student means any student in attendance at a Saskatchewan school who is at least 15 years of age and meets the requirements for licensing eligibility established by Saskatchewan Government Insurance and the enrolment criteria established by the local Board of Education.

Some school divisions will provide education to independent school or home-based education students for a fee. (This is a matter of local policy). These students may enroll in a school division driver education program providing they are at least 15 years of age. Otherwise, at age 16 these students must purchase four hours of private lessons from a commercial driver training school.

Eligibility in the driver education program should be closed at the inception of the course. Another course should be started when enrolment warrants. Additional students should not be enrolled in a driver education course after instruction has begun. The exception may be where a student who is enrolled in the program transfers to another school and requests permission to re-enroll. Naturally, the driver instructor(s) will need to arrange to transfer the course records of the student.

Any student requesting the course should be notified as to the date of the next enrolment. Schools are encouraged to provide a program that spans at least one semester. If enrolments are excessively high, consideration should be given to conducting several courses during the year with staggered intake times. Anyone reaching the age of eligibility could then have the opportunity to enrol in the program at a time best suited to his/her needs and to participate in a course that exposes him/her to a variety of driving and weather conditions.

It is imperative that parents/guardians and fifteen year old student drivers be advised very clearly that 15 year old drivers in possession of a class 7 licence can only operate a motor vehicle on a public highway when accompanied by a driver instructor or by their parent or guardian or such other person authorized and approved by Saskatchewan Government Insurance (SGI). These people must have held a valid driver's licence for at least the 365 days in the preceding three years.

Section 11(6) of the Driver Licensing and Suspension Regulation states:

In the past SGI has granted permission for 15 year olds to drive with someone other than a parent or guardian, upon application. This practice however was restricted to one and only one alternate person. SGI now is prepared to grant authority for 15 year olds to drive with more than one person other than a parent or guardian up to a limit of two "alternates".

A clarification of the Highway Traffic Act, particularly as it relates to under 15 (14 years 9 months) year olds participating in the in-car portion of the program, is in order in light of recent interpretations of the Highway Traffic Act and Regulations.

When students are formally registered in the program, presumably they will have reached their 15th birthday and be eligible to obtain their learner's licence. Situations may arise where a student, who is not yet 15 years of age, wishes to enroll in the program. Before enrolling the student, it is suggested that the driver instructor and the director of education review the legal and program considerations. A person can only obtain a learner's licence when he/she reaches the age of 15 years. Until such time as the student turns 15, he/she is not eligible to operate a motor vehicle on any road. Further, even though special dispensation is granted under Part 3 of the Highway Traffic Act to allow driver instructors to provide unlicensed students with up to one hour of in-car instruction, that provision does not extend to anyone under the age of 15 years.

However, the following procedure will apply to those students under the age of 15 years who wish to receive recognition and ultimately a Driver Education Certificate attesting to satisfactory completion of the driver education program:

• only those students who will reach 15 years of age before completion of all phases of the driver education program (in order that they receive in-car instruction during the same program in which they are receiving the in-class instruction) will be eligible to undertake the Saskatchewan Government Insurance written, sign, and vision examinations.

In those instances where a student will not reach his/her 15th birthday before completion of the course at the school which he/she attends, that student will not be permitted to undertake any of the Saskatchewan Government Insurance examinations, nor will recognition be given by the department for participation in the classroom component of the program only. Those students will be required to enroll in and participate in all phases of the program when it is next offered at the school and when they meet the minimum age of eligibility for a special Class 7 or Class 5 driver's licence. (Contact the Driver Education Assessment Coordinator at Saskatchewan Education for clarification, if necessary.)

Driver instructors are permitted to retain in their possession the Saskatchewan Government Insurance Driver Examination Certificate (DEC) and Signature forms for these students until such time as the students reaches 15 years of age. Then, the forms and related documentation (birth certificate, etc.) may be presented by the student or by the driver instructor to the nearest motor licence office for issuance of the necessary driver's licence.

Note: It will be the responsibility of the driver instructor to ensure, in these special instances involving students under the age of 15 years, that all documents and necessary forms are signed and in order before presentation of the DEC and Signature forms to the licensing officials.

Section 54(2) of the Regulations states:

Please note the words "or more". The option exists locally for additional time to be allocated to the program to incorporate topical issues.

Classroom sessions should not exceed two hours in any one day. Where two hours are taken as a block, there should be an interval or scheduled break of at least ten minutes at the end of the first hour.

During summer school or non-scheduled school days where in-class is a three hour block, students should have a scheduled breaks of at least ten minutes per hour.

Section 54(2) of the Regulations states:

Instructors are encouraged to provide experiences and sufficient time for all students to enable them to master the essential elements of the program at the rate their individual capabilities allow.

Section 54(4) of the Regulations states:

The average length of time any student should be assigned to driving behind the wheel in the car may vary. From experience and evaluation, it is generally found that after thirty minutes of intensive instruction, most students begin to become fatigued and additional time becomes of little value. This is especially true during initial lessons when there is the likelihood of nervous tension, anxiety, or fear. There is also a limit to the number of new performance abilities that can be reasonably incorporated into any one lesson. The one hour per day maximum does not apply where rural students travel to larger urban centres for in-car driving experience.

Driver education instructors should be made aware of any health problems of students that could interfere with the ability of a student to operate a motor vehicle safely. If in doubt at any time, the director, principal or guidance counsellor, and SGI medical officials should be consulted before accommodating a student in the program. It should be noted that responsibility for determining eligibility to drive is vested with SGI. The process for determining eligibility of a person to hold a licence is governed by several criteria, one of which is medical fitness, while the other is skill and knowledge.

The decision to accommodate a person in a driver education course, while influenced by the person's eligibility to obtain a licence, should not preclude the student from the opportunity to receive the benefits of at least a teacher-led, classroom experience. At minimum, the student would benefit from the information as would a pedestrian, bicyclist, or passenger.

Utilizing Core Curriculum principles, one of the strengths of the Saskatchewan Driver Education Program is that instruction can be "tailored" to meet the needs of individual students, even to the extent where individualized instruction can be considered. Likewise, a driver's licence can be "tailor-made" to accommodate an individual's needs in balance with the needs for safety and security of the general public. Such practice does not compromise the integrity of either the program or licensing process. This is an application of the Adaptive Dimension.

Any questions regarding licensing eligibility from a medical perspective should be directed to:

Supervisor of Medical Records
Saskatchewan Government Insurance
2260 - llth Avenue
Regina, Saskatchewan S4P 3V7
Toll Free: 1-800-667-9868
Regina Call Centre: (306) 775-6900

It is recommended that when practical, at least one, but not more than two, student observers, in addition to the student driver and the driver education instructor, should be in the car during in-car instruction. It is recognized there will be occasions where the maximum will be exceeded, such as conveying students to larger urban centres for in-car driving experiences. However, every effort should be made to ensure at least two students are in the vehicle at all times. Instructors are encouraged to check with the school administration.

Observation time should be used as a positive learning experience by motivating accompanying students in the training vehicle to observe traffic controls, road conditions, incorrect driving procedures, and driver instructor directions in relation to the highway transportation system. At the beginning of the period of instruction in the training vehicle, students should understand that observation time is important, and that all students are responsible for instruction given the driver. By scrutinizing the student driver's responses and behaviour as well as those of other road users, the observing students will sharpen their own perceptual and judgmental abilities. Timely questions by the instructor will cultivate these habits as well as help students note traffic safety efforts and problems. Observation checklists in which the observers may note or rate significant aspects of driving performance should be developed and used intermittently. (See Appendix D.) Use of such aids can assist in student progress and evaluation.

The program must be organized and conducted in the manner set forth by Saskatchewan Education. Section 54(i) of the Regulations states:

Students are often most interested in the practical implications of the theoretical knowledge being presented. It is, therefore, important to make the link between theory and practice very clear for students. In-class discussion should be integrated as much as possible with the in-car sessions.

For a list of recommended resources, consult the latest Learning Resources Distribution Centre catalogue.

Learning Resources Distribution Centre (LRDC)
Saskatchewan Education
1500 – 4^th Avenue
Regina, Saskatchewan S4R 3V7
Phone: (306) 787-5987
Fax: (306) 787-9747
Website: www.lrdc.sasked.gov.sk.ca

It is critical that current, relevant, high quality instructional resources be used. Resources must be kept up to date to incorporate changes in laws, to view/show road conditions and to improve instructional methods continually.

There are some quality videos available from a variety of sources including Media Group that can enhance the lesson content. Driver instructors/educators are cautioned not to adopt a "projection-booth" mentality through excessive use of videos. Consult the Media Group catalogue for further resource information.

Media Group
2710 Millar Avenue
Saskatoon, Saskatchewan S7K 4J4
Phone: (306) 933-4212
Toll Free: 1-888-682-8808
Fax: (306) 933-3183
Toll Free Fax: 1-877-444-3354
E-mail: vidlib@mg.sk.ca
Website: http://videodb.mg.sk.ca/

Saskatchewan Government Insurance has published a Traffic Safety Resource Catalogue. This free publication provides a description of traffic safety resource materials available from the resource centre at SGI as well as other sources including provincial, federal, and international. This catalogue will be updated and reprinted annually, as the resource centre expands.

To borrow videos or to order quantities of SGI materials or to obtain samples of materials from other sources, fill out the order form in the booklet or call toll free: 1-800-667-8015 ext. 1465.

SGI prefers if driver instructors were to order supplies well in advance of the date when they will be required. By doing so, you will assist SGI staff in the allocation and provision of supplies.

The Driver's Handbook, examination papers (for the High School Program), Driver Examination Certificates (DEC), and Certificates of Driver Education (cards that signify completion) are available at all district examination offices. Signature forms and the Co-Pilot's Manual are available at all SGI offices.

The amount of time available for in-car instruction is usually limited, therefore, careful lesson planning and route selection are extremely important. The first lesson or two in the training car will need to be conducted as efficiently as possible in order that basic skills can be learned quickly and effectively. Thereafter, more time can be devoted to problem solving exercises and learning new techniques. As the lessons progress, practice areas should include arterial streets and highways with an increasing amount of traffic and demanding situations. When the basic motor skills become semi-automatic so that the student no longer has to formulate the appropriate action in his/her mind, then attention is free for perception of the overall traffic picture. Routes can then be chosen for as many different situations and varied experiences as practical. The driver instructor should analyze the local traffic system to find challenging situations to determine routes that provide the best opportunity for concentration on as many traffic elements as possible. This will provide a broad training program for the students, including a range of road and climatic conditions.

The attitude of the student toward the program can be influenced greatly by the selection of streets for driving instruction. Special care should be taken so that the streets or highways selected are suited to the learner's level of ability.

Ideally, one driver education instructor should be responsible for conducting both the in-car and classroom phases of the program. Where such practice is not possible or practical, it is recommended that only one instructor be assigned responsibility for the classroom component and another instructor for the in-car phase for the duration of the course. Collaboration between these individuals would be beneficial.

There are many variables involved in scheduling a driver education program that can be easily based on expediency rather than carefully planned policies and sound educational principles. Considerations include the selection of special equipment and facilities, financing, special records, and reports. Others include community support, establishment of working relationships with parents/guardians, local and provincial agencies of government, and those agencies and individuals in the private sector who have traffic safety responsibilities. Certainly, the uniqueness of the driver education program presents a challenge to the conscientious driver instructor, superintendent or director, principal, parent/guardian, and student.

In some schools, low enrolment may prevent the course being offered in one particular semester; however, regardless of the number of available students, the complete driver education program must be offered. The practice of offering all the classroom instruction during one semester and scheduling in-car instruction for the remainder of the school year or next school year is not consistent with the philosophy of the one course concept, nor does it provide for the maximum amount of teamwork. As Section 54(2) of the Regulations pursuant to the Education Act states:

In no case may in-car instruction or simulation instruction precede instruction in the classroom. To participate in the in-car portion of the program, students must be enrolled in the regular program and be in possession of a valid learner's licence, Class 7.

In-car instruction should not begin until such time as the student possesses the basic knowledge, skills, and information required for the safe operation of a vehicle in traffic.

Theoretical discussion of driving is not effective unless it is reinforced with practical activity. It is expected therefore that classroom instruction will be delivered concurrently with in-car instruction. In-car lessons should be delivered no later than three weeks past the student's validation of his/her learner's licence, although an additional week may be necessary to complete plans for students that live in rural areas. If the hours of in-car instruction are going to be delayed, the instructor should at least deliver the first in-car lesson before the delay. (Contact the Driver Education Assessment Coordinator for clarification, if necessary).

In large schools and systems, one instructor may have several classes scheduled per semester. It is more effective for an instructor to concentrate on one class at a time and not to get behind with the in-car instruction. Some flexibility for overlapping schedules is permissible.

Section 54(3) of the Regulations states:

Driving simulation can:

• provide explanations and experiences that will reinforce and expand on those provided in other parts of the driver education program

• assist students in developing perceptual skills by providing experiences through which the student will learn to negotiate traffic situations safely

• assist students in developing good driving attitudes by demonstrating safe, courteous driving practices and by teaching the student to respond in an appropriate manner to the situation that confronts him/her

• provide driving experiences in the safety of a classroom where, if the student makes an inappropriate decision, she/he does not endanger the life or property of herself/himself or others

• assist the student in developing safe driving habits by providing - in formal procedures such as starting, stopping, lane changing, passing, etc.

• assist the student in learning the techniques of many of the physical driving skills such as turning, braking, parking, shifting, etc.

• require each student to make his/her own decisions in driving through each situation, and

• provide the student with information as to improper decisions and how to resolve them while the situation still confronts her/him.

Driving simulation is not:

• the panacea in driver education

• a replacement for the driver instructor

• exactly like driving a car, or

• equipped to provide every traffic experience possible.

Considerations relative to the number of students for the driver education class should be the same as for other areas of study in the Practical and Applied Arts. Regular classroom facilities should be provided for the program. An environment that enables the objectives of the course and is conducive to learning should be developed.

Section 56 of the Regulations states:

As with any subject, the success of a high school driver education program depends upon qualified and dedicated instructors, the provision of appropriate equipment and facilities, as well as adequate supervision. Quality programs do not happen by chance; they are the result of continuous, careful and cooperative planning by all involved in the venture. The most successful programs are those that are actively supported by directors of education, school boards, and parents who have taken an active interest in establishing and conducting a program that meets the needs of the students in their community.

Directors are encouraged to extend to the driver instructor the same kind and level of supervision normally accorded teachers of other subject areas including in-class evaluation. The in-car evaluation of the instructor will be the responsibility of the Driver Education Assessment Coordinator, Saskatchewan Education.

Tolerance of error, patience with students, enthusiasm for instruction, and other factors vital to meaningful instruction are all in jeopardy when an instructor carries an excessive work load or works excessive hours in any one day. For effective in-car instruction, appropriate breaks between lessons are recommended over continuous instruction. Travelling between schools is not considered instructional time. Driver instructors/educators should carry a teaching load comparable to that of other teachers. It is recommended that an instructor teach a maximum of six hours in-car when teaching two hours in-class, or a maximum of seven hours in-car when teaching one hour in-class, or a maximum of eight hours in-car, including breaks, without classroom instruction on the same day. Wherever possible, the program should be offered during the regular school day.

Any student, regardless of age, is permitted to participate in the classroom component of the high school driver education program, provided it is in accordance with established local board of education policy.