Support and Involvement from School, Home, and Community

Driver education activities are constantly under the surveillance of the public. Administrators and driver instructors alike have equal responsibility for providing the best program possible and publicizing its effects. Parental support, support of school administrators, and community support are all needed to build stronger and better programs.

The board of education must be kept informed of the objectives and the activities of the driver education program. The board is the body responsible for establishing the driver education program. It is the responsibility of the driver instructor to inform the board of the objectives, goals, methods, and achievements of the program. Publicity regarding the driver education program generally should be a part of the driver instructor's activities.

Parent support of all facets of public school education is vital to sustain Core Curriculum. Parents must believe that the kinds of subjects that their children are being taught in schools are critical for their children's education. Driver education is often viewed with a critical eye in the total structure of education. Public understanding of driver education as a Practical and Applied Art is essential for putting the total K-12 education program in perspective.

It should be a priority of any driver education program to keep parents/guardians informed. Parents should be cognizant not only of what the course is about, but also of their child's activities within, and responsibilities to, the program. Many parents/guardians assume that driver education consists of the kind of training they would be able to give their youngsters themselves. Parents must know the scope and nature of the material to be covered.

Communication plays a vital role in gaining parental support. Informed parents become interested and involved parents.

School administrators should encourage parental involvement in the driver education program through such means as:

• letters, progress reports, and other information sent directly to the parents

• handouts sent home with students

• copies of the SGI Co-Pilot Manual

• open house and other parents meetings, and

• checklists encouraging supplemental driving with parents.

The following kinds of information can help build parent support.

• Introductory letter and consent form. An introductory letter or handout is helpful in explaining course requirements, procedures, assessment and evaluation guidelines, and a parent's/guardian's role in driver education.

• Application for enrolment. (The consent form is sometimes included here.)

• Letter announcing the beginning of behind-the-wheel instruction.

• Youth collision information and statistics.

• Progress reports. Parents should be made aware of student progress in the course, including affective, psychomotor, and cognitive objectives. Reports should indicate achievement as well as areas needing more attention.

• Letter announcing completion of course and final evaluation. This letter should include both student strengths and areas needing improvement.

Parent meeting(s) might include open houses, driving demonstrations, individual meetings with parents, individual class visitations by parents, practice sessions with parents, or other joint activities. Much appropriate information can be presented through meetings. Many items can be covered.

• Presentation of a parent-student guide

• Film or video presenting orientation to driver education

• Course outline

• Course requirements

• Student assessment and course evaluation

• Guidelines on how parents can assist students in actual driving

• Licensing requirements

• Demonstration of simulators, or multimedia equipment, and

• Invitations to visit classes.

• A parent/guardian with a concern should consult the instructor and/or the principal.

• Depending on the nature of the concern, the Director of Education may need to be involved.

• When necessary, contact the Regional Director and/or the Driver Education Assessment Coordinator at Saskatchewan Education.

Involving parents in helping their children learn to drive will serve a dual purpose:

• it will show parents that driver education develops skills in students crucial to staying alive and preserving lives of others, and

• it will serve as an adult education tool, apprising the parents of changes in traffic laws and reminding them of safe driving techniques.

Parents/guardians can help the student to perfect the skills learned during the in-car phase. Such practice gives the student confidence after the basics have been mastered. Guidelines should be provided to the parents explaining the goals and benefits of supplemental driving and how, when, and where to practice.

The limited time available for the on-street component of the program is often the reason why some students do not attain the desired performance level in-car. Additional practice under parental supervision is essential. Parents, however, often are not familiar with the course content, or methodology employed by driver instructors. As a result, the parent is unable to apply adequate standards when supervising additional in-car driving practice. Various procedures have been developed to remedy this deficiency. Some schools and instructors have prepared special forms or checklists that are either mailed or delivered by students to parents. These techniques can reinforce recently taught information, identify driving weakness, and encourage the parent to provide the student with additional supervised practice.

Some instructors have developed parent learning guides that interpret the course and explain the various learning experiences reflected in the course. With the parents concentrating on the development/reinforcement of fundamental skills, the instructor has more time in-car to devote to advanced elements of the driving task.

A Co-Pilot Manual, produced by Saskatchewan Government Insurance also offers excellent tips and guidance to parents of new drivers.

The Driver Licensing and Suspension Regulations, V-2.1 Reg 15, Section 17 reads in part:

1. by an instructor who has been approved by the Department of Education and the administrator; or
2. by his or her parents or guardian or by a person authorized by the administrator where the parent, guardian or person so authorized:

1. occupies the seat nearest to the driver and the controls of the vehicle;
2. is at all times conscious and capable of lawfully assuming the operation of the vehicle; and
3. holds or has held for 365 days in the preceding three years a licence that permits him or her to operate the vehicle being operated by the driver.

The SGI Driver's Handbook also addresses this issue.

If support from other teachers is obtained, it will have a direct influence on the value of the driver education program. The guidance counsellor should be the first to recognize the personal rapport and relationships that exist between instructor and student. Working with the counsellor, a driver instructor's observations can be enhanced immensely. The counsellor is in a position to advise and guide students concerning driver education and can be a direct influence in student appreciation of the course.

The counsellor can:

• serve as the necessary liaison between the instructor and the school administration so that the integration of the course into the total school program is facilitated

• assist with students who may have a physical or emotional problem or disability and make appropriate referrals, if necessary

• assist in building confidence in students who are progressing slowly in the in-class or in-car phase of the course, and

• assist in dealing with students who are required to discontinue the course.

Other members of the staff are in a similar position to assist. Teachers should be able to look to the driver education program for materials and information to be used by students in other classes. This is especially true when topics for themes, speeches, or other communication needs are suggested. It is most important that the school administration be fully informed of the objectives, organization, and the extent of participation in the course. Such items as teachers' schedules, students' schedules, course outlines, and special arrangements often require cooperative effort. The superintendent/director and the principal must know and support the program, thus lending more prestige to the course.