Parent Taught Drivers Education
The Benefits of Parent Taught Drivers Education
It’s no doubt, traditional views on drivers education in Texas have changed, parent taught drivers education is slowly becoming the new preferred method of getting a driver’s license. The truth is that traditional drivers ed has failed to produce collision-free drivers. The traditional formula for the current format was adopted in 1949 without any testing or empirical data to prove it’s worth, it fit the high school schedule at the time. And nobody objected to it; thus is became accepted as the norm.
And, even though every – yes every – valid study of driver education has demonstrated that this standard has failed time and time again to reduce “accidents” (we prefer the term, collisions; because it’s never really an accident) they continue to push the same lesson plans – even in a present day drivers education program.
During the mid 90’s the Texas legislature was facing the question of whether or not to allow Texas parent taught drivers education as a substitute or alternative to a public or a commercial Texas driving school; during the time, many public school teachers and driving school owners said that parents were by far the worst choice; they claimed that parents were terrible drivers and would pass on their bad habits to their teens. Despite being pretty insulting, they seem to forget that since drivers education is now in its third generation, who do you think taught those “parents” how to drive? You guessed it, their detractors!
Today, parents are given a choice whether or not to use parent taught drivers education. And from the statistics and data collected so far, it’s clear that the traditional form of Texas driving school is failing miserably in comparison. A 2005 study of the driving records of the graduates of the parent-taught driver education course, Driver Ed in a Box®, shows that while 16 year old drivers in the State of Texas have a collision rate of 11.4%, 16 year old drivers using Driver Ed in a Box® have a collision rate of only 1.4%.
Despite all the data and studies proving it works, you still have to face facts; most parents don’t want to teach their kids how to drive; that’s the reason they send them to school. But here’s another fact for you, most teens are already receiving parent taught drivers ed. Whether they realize it or not, most young ones will already look to you and your driving before they even begin to learn.
But while you might be inadvertently teaching your teen to drive, you might be wonder, “What am I teaching them?” Well the reality is that you’ve been driving for years, and you don’t think about how to drive, you just do it. Most driving is done this way, when something goes wrong, you’re alerted to the situation and pay more attention.
So now that you know you’re already teaching your teen to drive, you need to ask yourself an important question, are you going to be a part of the solution? Or part of the problem? It’s your choice to undertake parent taught drivers education, it’s a sometimes difficult but incredibly rewarding experience.
Looking for a Massachusetts Driver Safety Course?
Driver safety courses, while often considered necessary for new drivers, are just as valuable for experienced drivers. Not only do the various Massachusetts driver safety courses offer information for staying safe behind the wheel, but they can help reduce what you pay for car insurance premiums, too. Boston Nissan wants our drivers to improve their safety on the roads, and recommend one or more of the following driver safety courses to review or learn valuable strategies:
Here are some tips for finding and choosing the appropriate type of driver safety course that best meets your needs as a driver:
Driver’s Education
Generally offered to beginning drivers, Driver’s Education courses prepares a new driver for their driver’s license. It requires both classroom or online instruction as well as several hours behind the wheel with an instructor in the passenger seat. Topics covered include traffic laws and how to operate a vehicle in a variety of driving conditions.
Defensive Driving
A driving course which provides tips for driving defensively to avoid accidents and dangers of the road. Most insurance companies provide as much as 10% off car insurance premiums for several years after participating in a defensive driving course.
One-on-One Driving Instruction Courses
While you can take “online driving” courses, it’s not the same as being behind the wheel on the road. One-on-one driving instruction is available through driving instruction schools.
Not all drivers safety courses will teach you the same thing and you shouldn’t make your selection based on price alone. If you’re looking for a car insurance discount, contact your car insurance company for qualified programs.
Coastal Nissan, a Boston Nissan dealership, delivers exclusive savings and incentives, resulting in exceptionally low prices, for new Nissan & certified pre-owned Nissan cars, vans and SUVs to all of our neighbors in Norwell, Dorchester, Cambridge, and Brockton. Our ASE trained and certified Service & Parts staff keep all Nissan vehicles running safely and reliably through any kind of weather for our Nissan Massachusetts customers.
Article from articlesbase.com
Texas Drivers Education Program
Texas Online Drivers Permit Tests
History of Education in India
Up to the 17th century
The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshila, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.
Education under British Rule
British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society.
The current system of education, with its western style and content, was introduced & funded by the British in the 20th century, following recommendations by Macaulay. Traditional structures were not recognized by the British govt and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during the British rule.
After Independence
After independence, education became the responsibility of the states. The Central Government’s only obligation was to co-ordinate in technical and higher education and specify standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.
After 1976
In 1976, education was made a joint responsibility of the states and the Centre, through a consititutional amendment. The center is represented by Ministry of Human Resource Development’s Deparment of Education and together with the states, it is jointly responsible for the formulation of education policy and planning.
NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education.
In November 1998, Prime Minister Atal Behari Vajpayee announced setting up of Vidya Vahini Network to link up universities, UGC and CSIR.
Education in India – Recent Developments
The Indian Education System is generally marks-based. However, some experiments have been made to do away with the marks-based system which has lead to cases of depression and suicides among students. In 2005, the Kerala government introduced a grades-based system in the hope that it will help students to move away from the cut-throat competition and rote-learning and will be able to focus on creative aspects and personality development as well.
Development of education in India regards that free and compulsory education should be provided to all children up to fourteen years of age before the commencement of 21st century. Moreover, the 86th Amendment of the Indian constitution makes education a fundamental right for all children aged 6-14 years. Education travelled a long way and thus Indian education system introduced certain advantageous system such as Online education In India. Online education is a system of education training which is delivered primarily via the Internet to students at remote locations. The Online courses may not be delivered in a synchronous manner. Online education enables the students to opt for many online degrees or online courses from various online universities. Thus online education encompasses various degrees and courses. This course has various advantages, as pursuing an online course can be done simultaneously with one`s present occupation. Moreover, an online degree assists in increasing the career prospects
Non-formal education in India has become part of the international discourse on education policy in the late 1960s and early 1970s. Non formal education refers to the learning process throughout life. In addition to that non-formal education is about acknowledging the importance of education, learning and training which takes place outside recognized educational institutions. There are four characteristics associated with non formal education system. This system is a proof for the Development of education in India as this system helps to focus on clearly defined purposes
Indian education has different phases. Students are provided with extensive scope and courses to choose from. One enjoys the opportunity of selecting the required field. The system of Distant Education in India is becoming increasingly popular. The students choosing distance learning process are benefited with the modern pattern followed. The availability of distance learning courses has assured that a person can pursue education from any state or university accordingly. Development of education in India ensures that all Indian citizens will receive education in spite of financial constrains or unavailability of colleges and schools.
University Education
This massive system of higher education in India constitutes of 342 universities (211 State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000 colleges and 887 polytechnics. University Grant Commission (UGC), a national body, coordinates and looks after the maintenance of standard of university education in India. The university education in India starts with undergraduate courses. Depending upon the nature of course pursued its duration may vary from three to five and a half years.
Medical Courses
This course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor of Surgery). It is of four and a half year’s duration plus one year of obligatory internship. Various medical colleges conduct entrance examination for admission to this course. An all India level examination is also conducted by CBSE for admission to colleges all over India based over 15% reserved seats. The important medical colleges of India are:
All India Institute of Medical Science (AIIMS), New Delhi
Air Force Medical College (AFMC), Pune
Christian Medical College (CMC), Ludhiana
Christian Medical College (CMC), Vellore
Grants Medical College, Mumbai
Institute of Medical Science (BHU), Varanasi
Jawaharlal Institute of Post Graduate Medical Education and Research (JIPMER), Pondicherry
Maulan Azad Medical College (MAMC), Delhi
Lady Harding Medical College (LHMC), Delhi (for girls only)
Mahatma Gandhi Institute of Medical Science , Wardha
Engineering Course
The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-year course. It has wide range of options. Some of them are:
Aeronautical and Aerospace engineering
Agriculture engineering
Computer engineering
Electronic and electrical engineering
Industrial engineering
Marine engineering
Mining engineering
The best engineering colleges of India are:
Delhi college of Engineering, Delhi
Indian Institute of Technology, Delhi
Indian Institute of Technology, KANPUR
Indian Institute of Technology, Kharagpur
Indian Institute of Technology, Mumbai
Indian Institute of Technology, Chennai
Indian Institute of Technology, Roorkee
Institute of Technology, BHU
NIT Karnataka, Surathkal
National Institute of Technology, Warangal
Management Course
In India education in management is one of the most sort out courses. The institutes, which impart education in management, are known as “Business Schools”. In India management education is given at two levels, undergraduate and post-graduate. Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is known as MBA (Masters of Business Administration). Some of the important Business schools of India are:
Indian Institute of Management, Ahmedabad
Indian Institute of Management, Bangalore
Indian Institute of Management, Kolkata
Indian Institute of Management, Lucknow
Indian Institute of Management, Indore
Faculty of Management Studies, Delhi
Indian Institute of Foreign Trade, Delhi
Symbiosis, Pune
JBIMS, Mumbai
XLRI, Jamshedpur
The other professional courses offered by Indian universities include, Architecture, Dental, Fashion Designing, Travel and Tourism.
Some important facts about Indian education:
Ayurveda is the earliest school of medicine known to the world and ‘charaka’ is known as the father of Ayurveda. He developed this system some 2500 years back.
Takshila was the first university of world established in 700 B.C.
Nalanda University, built in 4 AD, was considered to be the honor of ancient Indian system of education as it was one of the best Universities of its time in the subcontinent.
Indian language Sanskrit is considered to be the mother of many modern languages of world.
Place value system was developed in India in 100 B.C.
India was the country, which invented number system.
Aryabhatta, the Indian scientist, invented digit zero.
Trigonometry, algebra and calculus studies were originated in India.
Sathish Kumar
For detailed information about Education in India please visit our website http://www.apsira.com, We at apsira.com dedicated to Indian education system; there you will get more information about Institutes, Colleges, Courses and more.
Article from articlesbase.com
More Education Articles
Texas Drivers Education Program
Texas Online Drivers Permit Tests
The United States Constitutional Requirements Of Due Process Applied To The Public Employment Relationship Of School Personnel In Texas
The United States Constitutional Requirements of Due Process Applied to the Public Employment Relationship of School Personnel in Texas
Barbara A. Thompson, M.S.
PhD Student in Educational Leadership
College of Education
Prairie View A&M University
Administrative Assistant
College of Engineering Graduate Affairs and Research
William Allan Kritsonis, Ph.D.
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional
ABSTRACT
Most of the legal disputes arise out of the employment of public school personnel. Laws that affect the employment relationship, the constitutional concept of due process of law, different employment arrangements available to public schools in Texas, the hiring and firing process, and the legal issues that arise in these contexts are examined.
Introduction
The United States (U.S.) Constitution applies to the public employment relationship (Walsh, Kemerer & Maniotis, 2005). This fact distinguishes public employment from private employment. The due process of the Fourteenth Amendment is not invoked in the private sector and it is not a guarantee against incorrect or poor advisement. According to the U.S. Constitutional requirement of the due process clause, states must afford certain procedures before depriving individuals of certain interests. Laws and legal proceedings must be fair. When a person is treated unfairly by the government, including the courts, he is said to have been deprived of or denied due process. (The Lectric Law Library’s Lexicon on Due Process, n.d.). The focus is on deprivation of liberty or property. Certain procedures are considered due process and certain interests are life, liberty, or property. The Supreme Court requires individuals to show that the interest in question is either their life, their liberty, or their property. If the interests are not in either of these categories, life, liberty or property, no matter how important it is, it doesn’t qualify for constitutional protection. The U.S. Constitution only restricts governmental action.
Rights can be regulated or taken away altogether if due process of law is provided (Walsh, Kemerer & Maniotis, 2005). The due process clause serves to the use of fair procedures, more accurate results that would prevent the wrongful deprivation of interests. Due process provides individuals the opportunity to be heard from their point of view. This allows the individual to feel that the government has treated them fairly. The due process clause is essentially a guarantee of basic fairness by giving proper notice, providing an opportunity to be heard at a meaningful time in a meaningful way or a decision supported by substantial evidence. The more important the individual right in question is, the more process that must be afforded (Exploring Constitutional Conflicts, 2009).
The Purpose of the Article
The purpose of this article is to focus on the constitutional concept of due process of law, different employment arrangements available to public schools in Texas, the hiring and firing process and the legal issues that arise in these areas.
The Constitutional Concept of Due Process
In any personnel decision, the question is whether the employee was deprived of any property or liberty with the constitutional guarantee of due process of law. The 1972 U.S. Supreme Court case of Board of Regents v. Roth, ruled that teachers are protected under the 14th amendment property right of continued employment if the state law gives them a legitimate claim of entitlement to it (Walsh, Kemerer & Maniotis, 2005). Before any process is due, there must be state action and a significant, more sudden and dramatic deprivation of life, liberty or property. For example,
The federal court is not the appropriate forum in which to review the multitude of
personnel decisions that are made daily by public agencies. We must accept the harsh fact that numerous individual mistakes are inevitable in the day to day administration of our affairs. The United States Constitution cannot feasibly be construed to require federal judicial review for every such error. In the absence of any claim that the public employer was motivated by a desire to curtail or to penalize the exercise of an employee’s constitutionally protected rights we presume that official action was regular and, if erroneous, can best be corrected in other ways. The Due Process Clause of the Fourteenth Amendment is not a guarantee against incorrect or ill-advised personnel decisions. (Russell v. El Paso I.S.D., 1976, p. 565.)
When the government deprives an individual of life, liberty or property, the due process clause is invoked. A property right protected by the Fourteenth Amendment may not be taken away without providing a person with due process (Walsh, Kemerer & Maniotis, 2005). Governmental action is restricted by the U.S. Constitution. In the private section, the due process clause is not invoked. Due process is not an absolute. It varies according to the deprivation of property.
When a person accepts a position with a school district on an at-will basis, he or she has no property right in the job (Walsh, Kemerer & Maniotis, 2005). There is an at-will employee contract that incorporates an at-will relationship. If the at-will employee points to the employee’s policies and procedures manual as reasons not to be fired, no process is due. The at-will employee has a contact where the at-will relationship is stated and each party is free to end the employment relationship without notice, hearing or good cause (Walsh, Kemerer & Maniotis, 2005). There is no property right in the job, therefore no process is due. If the employee’s contract is not renewed and the contract has run its full course, there is no process due. If the contract is not renewed and there is another year on the contract, then due process is invoked. The employee who has a contract is entitled to due process.
Due process for a terminated employee includes giving timely notice of why the termination is occurring, a fair hearing so that the employee can defend himself, names and the nature of the testimony of witnesses against the employee must be available, and sufficient evidence to establish a good cause for dismissal must be presented (Walsh, Kemerer & Maniotis, 2005). The employee can be on the job for thirty years or the employee can be a one year probationary teacher. If the contract was terminated before the stated expiration date, the property right of the individual is in question and due process is invoked. Texas employees are allowed an independent hearing. Any decision to terminate a contract comes back to the school Board before it is final. The employee must produce clear evidence if they charge the Board with partiality.
The liberty right of the individual addressed in the Fourteenth Amendment suggests that the parent has a right to select a non-public school, the right to privacy and the right to a good reputation. In the 1972 Supreme Court case Wisconsin v. Constantineau (p.437), the employee stated the government put his name, honor and reputation at state, therefore a notice and an opportunity to be heard was essential. Stigmatizing statements create a right to a name clearing hearing only if they arise in conjunction with termination or non-renewal of employment as in the Siegert v. Gilley, 1991 court case. If the employee publicized the defamatory remarks, due process is not invoked. There is no right to a name clearing hearing. In Burris v. Willis I.S.D., 1983, a teacher claimed that when a board official read a letter about him at an open board meeting and in so doing, it violated his constitutional rights by depriving him of a liberty right to a good reputation. The teacher’s claim was rejected because the file was kept confidential.
Employment Arrangements, Contracts and Legal Recourse
There are six types of employees within the public school (Walsh, Kemerer & Maniotis, 2005). They are at-will employees, non-chapter 21 contract employees, probationary contract employees, term contract employees, continuing contract employees and third-party independent contract employees. Legal issues arise within each area when the relationship is ended.
At Will Contracts
The at-will employee has a contact where the at-will relationship is stated and each party is free to end the employment relationship without notice, hearing or good cause. This employee can be terminated for good reasons, bad reasons, or ‘no reason at all’. ‘No reason at all’ refers to a reason based on a bad reason that violates state or federal law. If the decision is a wrongful discharge and the employer violated state or federal law, the employee can sue (Walsh, Kemerer & Maniotis, 2005). The at-will relationship is the norm in the private sector. For example, an employee in at at-will relationship in the private sector can be described as an employee working for 30 years and quit his or her job tomorrow. Also, an employee can go into work the next day and be fired (Walsh, Kemerer & Maniotis, 2005). The terminated at-will employee can file suit alleging his discharge was due to retaliation for his exercise of his constitutional rights when he or she blew the whistle on wrongdoing. The terminated employee can also file discrimination based on race, sex, religion, age, national origin, or disability if it can be proven.
Chapter 21 and Non Chapter 21 Contracts
Teachers certified under chapter 21 of the Education code must have a contract. Chapter 21 employees include the classroom teacher, librarian, nurse or counselor, which means a probationary, term or continuing contract. Section 21:201 describes a teacher under term contract law as a supervisor, classroom teacher, counselor or other full-time professional who must be certified under Subchapter B or a nurse. Non-chapter 21 employees do not need a contract and do not require certification. They are not subject to an independent hearing system or statutory non-renewal process. Positions such as business manager, director of transportation, director of construction and facilities or director of maintenance do not require certification. If there is a written employment contract, and the employee alleges the district violated the contract and meant him monetary harm, the employee can appeal to the commissioner pursuant to TEC § 7.107.
Probationary Contracts
Probationary contracts are for those teachers who have never taught before or who have not been employed for two consecutive years subsequent to August 28, 1967. (TEC § 21.102. The probationary period can be as long as 3 years except for experienced educators with previous employment in public school for 5 of the 8 preceding years. The probationary teacher will serve under a 3 consecutive one-year probationary contracts. Probationary periods can be for a semester when the school year falls in the middle of the year. A probationary teacher can resign without penalty up to forty-five days before the first day of instruction. If school starts in mid-August, the teacher must resign before July 1 or suffer sanctions imposed by the State Board of Educator Certification. A probationary contract can be non-renewed by the board even if the superintendent recommended that it be renewed (Berry v. Kemp I.S.D.).
Term Contracts
After the probationary period, the teacher must receive either a continuing or a term contract (Walsh, Kemerer & Maniotis, 2005). The length of the contract and the process for renewal, nonrenewal, or termination determines which contract to offer. A classroom teacher, superintendent, principal, supervisor, counselor or other full-time professional employee who holds a certification or a nurse may be offered a term contract. A term contract has a beginning date and an end date and is any probationary Chapter 21 contract for a fixed term that can be as long as 5 school years. As the end date approaches, some action must be taken. The resignation date for a term employee is 45 days prior to the first day of instruction which is the same for probationary employees (Walsh, Kemerer & Maniotis, 2005). A term teacher contract can be renewed by the school, non-renewed or terminated. Termination refers to the action of the district to end the contract prior to its normal expiration date. The teacher is deprived of property interest and good cause, thus due process is required.
A non-renewal of contract refers to the school district letting the contract expire. The employee is permitted to fulfill the terms of the contract and no new contract is offered. If there is a multi-year contract, the district extends the contract each year or if the contract is not extended in the 2nd year, it is still valid for that year. The contract is non-renewed. A term contract teacher is entitled to a hearing prior to nonrenewal. Once the teacher receives notice, a hearing can be scheduled within 15 days with the board or an independent hearing system that is closed to the public, unless the teacher requests an open hearing. A term contract teacher can be suspended, but not beyond the school year, without pay for good cause as determined by the school board. The teacher is entitled to request an independent hearing or the district can suspend the teacher with pay and non-renew the contract at the end of its term. The district must give notice of a proposed non-renewal to the teacher 45 calendar days before the last day of instruction. If the 45 days are not adhered to, the contract is automatically renewed. Complaints of procedural irregularities in the appraisal process cannot be resurrected at the contract non-renewal process (Walsh, Kemerer & Maniotis, 2005).
When the superintendent contract is up for non-renewal, reasonable notice of the reason for the proposed non-renewal must be given before the 30th day of the last day of the contract term. In contrast, the teacher term contract does not require reasonable notice of the reason for the proposed non-renewal.
Continuing Contracts
A continuing contract is issued to a classroom teacher, superintendent, principal, supervisor, counselor or other full-time professional employee who was eligible for a continuing contract. The contract rolls over form one year to the next year without the necessity of board action. Non-renewal does not apply to continuing contracts. A former administrator, who moves into a teaching position and teaches children, can be issued a continuing contract. There is no specific length of time for continuing contract. The contract remains in effect until the teacher resigns, retires, is terminated, or is returned to probationary status. The continuing contract teacher can be terminated according to the independent hearing system, at any time for good cause (failure to meet the standards of conduct for the profession as generally recognized and applied in similarly situated school districts in the state) as determined by the board of trustees (TEC §21.156). Instead of discharge, a school can suspend a continuing teacher contract with notice, entitlement to an independent hearing, and without pay for a period of time not to exceed the current school year. The continuing teacher contract can return to a probationary status, provided the teacher consents to the move (Walsh, Kemerer & Maniotis, 2005).
Third-Party Independent Contracts
Full vested educators in the Texas Teacher Retirement system (TRS) could retire, begin drawing benefits, and them go to work at a salary equivalent to or better than what they had been making. School Boards could begin hiring teachers and not be burdened with having to treat them as employees. The teachers would keep their benefits under TRS (Att’y Gen. Op. GA-0018, 2003). If a school principal was dissatisfied with a teacher, he would call and ask for a different teacher. The school district did not employ the teacher and there was no contract and no legal requirements to end the relationship.
The Hiring and Firing Process
In 1992, the legislature created State Board for Educator Certification (SBEC), a 14 member board, as the key entity to oversee and regulate all aspects of the certification, continuing education, and standards of conduct of public school educators. SBEC has power to adopt rules for out of state educators, certification, requirements for renewal of certificates, and disciplinary procedures for suspension and revoking a certificate as well as approval and continuing accountability of such programs (Walsh, Kemerer & Maniotis, 2005). The board must annually review the accreditation status of each educator preparation program. An advisory committee has to be appointed by SBEC for each class of educator certificates. These rules must be submitted and reviewed by the State Board of Education and can be rejected by SBOE by a 2/3 vote. A public school district can hire certified and licensed employees. Certified employees are teachers, teacher interns, teacher trainees, librarians, educational aids, administrators, and counselors. Licensed employees are audiologists, occupational therapists, physical therapists, physicians, nurses, school psychologists, associate school psychologists, social workers, and speech pathologists (Walsh, Kemerer & Maniotis, 2005).
Texas public school districts are governed by the same laws that prohibit discrimination laws based on race, sex, religion, age, national origin, sexual harassment, and disabilities. Nondiscrimination laws apply to all employees regardless of the contract and have implications for the hiring process. Those involved in the hiring process need specific training (Walsh, Kemerer & Maniotis, 2005).
School districts are not required to advertise or post vacancies in their school. Advertising is a choice the school makes so that they can defend themselves against discrimination. The school board adopts policies regarding the employment and duties of personnel. The superintendent has sole authority to make recommendations to the board regarding the selection of all personnel and must be in the loop in hiring people. The principal does not hire staff, but must approve each teacher, reassignment, or staff appointment to the principal’s campus except for necessary teacher transfers due to enrollment shifts (11.202; Att’y Gen. Op. DM-27, 1991). In this regard, the superintendent has final placement authority for a teacher. SBEC must obtain criminal history on all certified educators. Background checks are not required by each school district except on contracted bus drivers of transportation services. If the bus driver has been convicted of a felony or misdemeanor involving moral turpitude, the bus drive may drive the bus only with the school’s permission. If an applicant lies on an application about the felony or misdemeanor involving moral turpitude, the applicant must be terminated (TEC 22.085). “Moral turpitude is a legal concept in the United States that refers to “conduct that is considered contrary to community standards of justice, honesty or good morals” (Moral turpitude, 2009). If an applicant has a clean record when hired, and is convicted of an offense while working for the district, a report must be made within seven calendar days by the superintendent or chief executive (19 TAC 249.14)
Concluding Remarks
In conclusion, school districts employ many people and must comply with many federal and state mandates. The relationship between employees in the public schools is determined by constitutional restrictions and statutory provisions in the Education Code and other legislation. Regardless of the type of contract used by a school district, contract with teachers must be in writing. Verbal commitments from school administrators may not be legally binding. Terms of the contract must be approved by the school board. According to Walsh, Kemerer & Maniotis (2008), the knowledge of the basics of the law should move from the central office to each campus. The director of personnel for the district should be an expert and have full of the United States constitutional requirements of due process applied to the public employment relationship of school personnel in Texas.
References
Att’y Gen Op DM-27, 1991
Berry v Kemp I.S.D., Dkt. No. 103-R10-600 Comm’r Educ. 2001): 158-159
Burris v Willis I.S.D., 713 F.2d 1087 (5th Cir. 1983): 131, 236
Linder, D. (2009). Exploring constitutional conflicts. Retrieved November 1, 2009 from
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/home.html
19 TAC 249.14
Russell v El Pas I.S.D., 539 F.2d 563 (5th Cir. 1976): 128
Siegert v Gilley, 500 U.S. 226 (1991): 131
TEC 21:201
TEC 7.107
TEC 21.102
TEC 11.202
TEC 22.085
The Letric Law (2009). Moral turpitude. Retrieved November 18, 2009 from
http://www.lectlaw.com/def/d080.htm
Walsh, J, Kemerer, F., & Maniotis, L. (2008). The educator’s guide to Texas school law.
6th ed. University of Texas Press: Austin, Texas.
Wisconsin v Constantineau, 400 U.S. 433 (1971): 130, 327
Dr. Kritsonis Recognized as Distinguished Alumnus In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Article from articlesbase.com
Parents with Teens Learning How to Drive a Car “More Teens Die in Car Crashes Than From Anything Else…Including Drugs, Violence & Illness – Combined! 99% of Those Crashes Are Completely Avoidable! Driver error is a factor in almost all crashes. Teen drivers are the most at risk because they have the least experience in driving a car. Most Driver’s Ed courses provide only 8 hours (or less) of actual driving practice and that’s not nearly enough for a teen to learn how to drive a car safely! Driver’s Ed (or a good professional driving course) is the best start you can give your teen when they learn to drive. But experts agree teens need at least 100 hours of actual driving practice to build their safe driving skills and learn the more advanced ones of driving a car safely. To help your teen develop good habits and safe driving skills, your role as a parent is to schedule structured practice lessons. Sitting in the passenger seat isn’t enough. Each session needs to be planned so the location is safe and appropriate for the specific skills and maneuvers your teen will practice. You need to coach your teen through each session of driving a car. The Teens Learn to Drive (TL2D) Program has been developed to provide you an easy step-by-step guide as you take on the role of driving coach and mentor. Research done by the CDC and others prove that parents are the key to buiding their teen’s safe driving habits. The TL2D program includes a workbook with 300 letter-sized pages. The …
Video Rating: 0 / 5
Related Parent Taught Drivers Education Articles
Texas Drivers Education Program
Texas Online Drivers Permit Tests
Have Faith in Your Children: If You Taught Them the Lessons, Be Confident That They Will Remember Them
I constantly preach consistency when raising children, from the time your kids are very little. Though each child has her own personality and a sense of her own beliefs, she will be molded by the lessons you teach her. If you consistently follow through, and demonstrate your beliefs through your own actions, your children will incorporate these values into their own personalities.
The hard part for a parent is recognizing that you’ve done your job and you must trust that you did it well. That means trusting your children.
According to well-known family therapist Daniel Gottlieb, best known for his award-winning radio talk show Voices in the Family on WHYY, and his most recent book, Learning from the Heart, the most important thing parents can do is have faith in their children. “Have faith in your children’s resilience, their capacity to heal, their creativity to solve problems, their intellect, kindness and their ability to grow into the adult they were meant to be,” he explains.
How do you that? Dr. Gottlieb says that to have faith means to take less action. “I think most harm done to our children is due to parental anxiety,” he insists. “For example, we hear phrases like ‘stranger danger.’ What’s the message there? I’m worried about you, my child, and you have to worry about the world. The fact of the matter is there are no more kidnappings and child abductions than there were in 1960 and 95% of them are done by family members. That’s what I mean by parental anxiety. By and large, our kids are fine, yet parents feel stress about everything their children do, and they pass that stress down to the kids.”
Parenting isn’t easy and many of us wish we could just live our kids’ lives for them in order to keep them safe. With our experiences, we know what’s best. Yet, we must give them our faith and trust to do the right thing. Of course they will make mistakes along the way – that’s how we all learn. We make a mistake, figure out where things went wrong, and are able to do better the next time. Give your children the opportunities to make a few mistakes along the way, and remember that you taught them well. They are likely to follow the example you set.
I produced the Romper Room and Friends TV show and Bowling for Dollars when I worked for Claster Television in the ’80′s and ’90′s. With three kids of my own, I stopped working there in 1996. Today I am a freelance writer and preschool teacher and I am in the process of publishing my first book about preschool advice for parents. Check out my blog at www.preschoolteach.blogspot.com Please contact me at: terribakman@gmail.com
Article from articlesbase.com
Texas Drivers Education Program
Texas Online Drivers Permit Tests
Sales Is Taught At Age 10 Not Age 40
Sales Skills Are Taught At an Early Age Not Later in Life
As a favor to me, a guy by the name of Eric Marcy, who is a friend of mine in Chicago, mentors some of the younger sales representatives at my firm. The other day, we read a blog from a sales consulting company discussing how anybody can learn sales. I don’t blame this company, well, then again I do. On the first hand, they are trying to make money, on second hand, they are misleading the organizations whom they are consulting for. Quickly, we agreed; sales is not for everybody. You can’t force sales. You can’t teach sales. Yes, you can teach somebody to ask questions to uncover needs, though aside from being in the boardroom with them, what are you supposed to do? These firms are about 25 years late to the dance as sales is taught when you are younger.
Not only is it the way someone is raised and the values they are brought up with, being effective at business development has to do with education as well. Let’s begin with the upbringing aspect. Children mimic their parent’s behavior. Therefore, if their parents show them that being rude is acceptable, than they will grow up, mostly as there are exceptions, thinking this is the correct way to handle things and treat people. Also, I’ll never forget and am quite grateful that one day, while driving in the car with my mother and my best friend from grade school, my mother reprimanded me for using the word “good” as an adverb. My household was not in the least bit strict, however speaking like an educated, sophisticated person was a hard rule.
Additionally, children are taught at an early age the two most important words that a sales representative has in their inventory, “thank you.” People who are taught to appreciate the actions of others are miles ahead of the game. Those who are not, yes, can skate their way through sales for a bit. However, once a client puts a ,000,000 into their product, the purchasing company is in for quite a good ride as to getting that person to do any sort of account management. I try to teach this to my vendors and the only way I know how is to be upfront with them about my expectations and the subsequent ramifications if they are not meant.
Now, there are many consulting firms who have statistics about the rise in sales after they go help a company. I have two theories as to why this is. The first is that these employees are not top sales representatives or they are made aware as to how much the company just spent on these lessons and begin to move their you know what. Also, when you go in and train a Fortune 500 company, there are too many variables to truly tell who made a difference. I’m not saying that sales consulting does nothing, but it is the personality of the person which counts and a person’s personality is mostly shaped by his or her family. Don’t mistake that I am saying that the salesman with the most “best friends” wins. It is the salesman who understands that his or her clients are paying a lot of money for the service which their company provides and they should be treated with respect and appreciation.
Therefore, all the sales people who are reading this and my presumption is that if you’ve made it the whole way through, you have some agreements with me, should thank their parents and their friends for making them the sales professional which they are today.
PR 8 Website Submission Sites New York Sales and Marketing Executive Search Firms
Article from articlesbase.com
Written by Junior Parker and Sam Phillips, a hit for Elvis Presley, here is the Chet Atkins version of “Mystery Train” taught by fingerstyle legend Pat Kirtley. This is the first of three parts. From the 2 DVD set “Pickin’ Like Chet.” More info at guitarvideos.com
Find More Taught Articles
Texas Drivers Education Program
Texas Online Drivers Permit Tests
NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR
NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR
In pursurance to the nnouncement of 100 days agenda of HRD of ministry by Hon’ble Human Recourses development Minister ,New Policy on Distance LearningIn Higher Education Sector was drafted
BACKGROUND
In terms of Entry 66 of List 1 of the Seventh Schedule to the Constitution of India,Parliament is competent to make laws for the coordination and determination of standards ininstitutions for higher education for research, and scientific and technical institutions.Parliament has enacted laws for discharging this responsibility through : the University GrantsCommission (UGC) for general Higher Education, the All India Council for Technical Education(AICTE) for Technical Education ; and other Statutory bodies for other disciplines. As regards higher education, through the distance mode, Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with the following two prime objectives, among others:
(a)to provide opportunities for higher education to a large segment of population,especially disadvantaged groups living in remote and rural areas, adults, housewivesand working people; and
(b)to encourage Open University and Distance Education Systems in the educational
pattern of the country and to coordinate and determine the standards in such systems.
2. The history of distance learning or education through distance mode in India, goes
way back when the universities started offering education through distance mode in the name
of Correspondence Courses through their Directorate/School of Correspondence Education.
In those days, the courses in humanities and/or in commerce were offered through
correspondence and taken by those, who, owing to various reasons, including limited number of seats in regular courses, employability, problems of access to the institutions of
higher learning etc., could not get themselves enrolled in the conventional `face-to-face’
mode `in-class’ programmes.
3. In the recent past, the demand for higher education has increased enormously
throughout the country because of awareness about the significance of higher education,
whereas the system of higher education could not accommodate this ever increasing demand.
4. Under the circumstances, a number of institutions including deemed universities,
private universities, public (Government) universities and even other institutions, which are
not empowered to award degrees, have started cashing on the situation by offering distance
education programmes in a large number of disciplines, ranging from humanities to
engineering and management etc., and at different levels (certificate to under-graduate and
post-graduate degrees). There is always a danger that some of these institutions may become
`degree mills’ offering sub- standard/poor quality education, consequently eroding the
credibility of degrees and other qualifications awarded through the distance mode. This calls
for a far higher degree of coordination among the concerned statutory authorities, primarily,
UGC, AICTE and IGNOU and its authority – the Distance Education Council (DEC).
5. Government of India had clarified its position in respect of recognition of degrees,
earned through the distance mode, for employment under it vide Gazette Notification No. 44
dated 1.3.1995.
6. Despite the risks referred to in para 4 above, the significance of distance education in
providing quality education and training cannot be ignored. Distance Mode of education has
an important role for :
(i)providing opportunity of learning to those, who do not have direct access to
face to face teaching, working persons, house-wives etc.
(ii)providing opportunity to working professionals to update their knowledge,
enabling them to switchover to new disciplines and professions and enhancing
their qualifications for career advancement.
(iii)exploiting the potential of Information and Communication Technology (ICT) in
the teaching and learning process; and
(iv)achieving the target of 15% of GER by the end of 11th Plan and 20% by the end
of 12th five year Plan.
7. In order to discharge the Constitutional responsibility of determination and
maintenance of the standards in Higher Education, by ensuring coordination among various
statutory regulatory authorities as also to ensure the promotion of open and distance
education system in the country to meet the aspirations of all cross-sections of people for
higher education, the following policy in respect of distance learning is laid down:-
(a) In order to ensure proper coordination in regulation of standards of higher education
in different disciplines through various modes [i.e. face to face and distance] as also to ensure
credibility of degrees/diploma and certificates awarded by Indian Universities and other
Education Institutes, an apex body, namely, National Commission for Higher Education and
Research shall be established in line with the recommendations of Prof. Yash Pal
Committee/National Knowledge Commission. A Standing Committee on Open and Distance
Education of the said Commission, shall undertake the job of coordination, determination and
maintenance of standards of education through the distance mode. Pending establishment of
this body:
(i) Only those programmes, which do not involve extensive practical course work,
shall be permissible through the distance mode.
(ii) Universities / institutions shall frame ordinances / regulations / rules, as the
case may be, spelling out the outline of the programmes to be offered
through the distance mode indicating the number of required credits, list of
courses with assigned credits, reading references in addition to self learning
material, hours of study, contact classes at study centres, assignments,
examination and evaluation process, grading etc.
(iii) DEC of IGNOU shall only assess the competence of university/institute in
respect of conducting distance education programmes by a team of experts,
whose report shall be placed before the Council of DEC for consideration.
(iv) The approval shall be given only after consideration by Council of DEC and not
by Chairperson, DEC. For the purpose, minimum number of mandatory
meetings of DEC may be prescribed.
(v) AICTE would be directed under section 20 (1) of AICTE Act 1987 to ensure
accreditation of the programmes in Computer Sciences, Information
Technology and Management purposed to be offered by an
institute/university through the distance mode, by National Board of
Accreditation (NBA).
(vi) UGC and AICTE would be directed under section 20 (1) of their respective Acts
to frame detailed regulations prescribing standards for various
programmes/courses, offered through the distance mode under their mandate,
(vii) No university/institute, except the universities established by or under an Act
of Parliament/State Legislature before 1985, shall offer any programme
through the distance mode, henceforth, without approval from DEC and
accreditation by NBA. However, the universities/institutions already offering
programmes in Humanities, Commerce/Business/Social Sciences/Computer
Sciences and Information Technology and Management, may be allowed to
continue, subject to the condition to obtain fresh approval from DEC and
accreditation from NBA within one year, failing which they shall have to
discontinue the programme and the entire onus with respect to the academic
career and financial losses of the students enrolled with them, shall be on such
institutions/universities.
(viii) In light of observation of Apex Court, ex-post-facto approval granted by any
authority for distance education shall not be honoured and granted
henceforth. However, the universities established by or under an Act of
education programmes in the streams of Humanities/Commerce/Social
Sciences before the year 1991 shall be excluded from this policy.
(ix) The students who have been awarded degrees through distance mode by the
universities without taking prior approval of DEC and other statutory bodies,
shall be given one chance, provided they fulfil the requirement of minimum
standards as prescribed by the UGC, AICTE or any other relevant Statutory
Authority through Regulation, to appear in examinations in such papers as
decided by the university designated to conduct the examination. If these
students qualify in this examination, the university concerned shall issue a
certificate. The degree along with the said qualifying certificate may be
recognised for the purpose of employment/promotion under Central Government.
(x) A clarification shall be issued with reference to Gazette Notification No. 44
dated 1.3.1995 that it shall not be applicable on to the degrees/diplomas
awarded by the universities established by or under an Act of Parliament or
State Legislature before 1985, in the streams of Humanities/Commerce and
Social Sciences.
(xi) The policy initiatives spelt out in succeeding paragraphs shall be equally
applicable to institutions offering distance education/intending to offer
distance education.
(b) All universities and institutions offering programmes through the distance mode shall
need to have prior recognition/approval for offering such programmes and accreditation from
designated competent authority, mandatorily in respect of the programmes offered by them.
The violators of this shall be liable for appropriate penalty as prescribed by law. The
universities/institutions offering education through distance mode and found involved in
cheating of students/people by giving wrong/false information or wilfully suppressing the
information shall also be dealt with strictly under the penal provisions of law.
(c) The universities / institutes shall have their own study centres for face to face
counselling and removal of difficulties as also to seek other academic and administrative
assistance. Franchising of distance education by any university, institutions whether public or
private shall not be allowed.
(d ) The universities /institutions shall only offer such programmes through distance mode
which are on offer on their campuses through conventional mode. In case of open
universities, they shall necessarily have the required departments and faculties prior to
offering relevant programmes through distance mode.
(e) It would be mandatory for all universities and education institutions offering distance
education to use Information and Communication Technology (ICT) in delivery of their
programmes, management of the student and university affairs through a web portal or any
other such platform. The said platform shall invariably, display in public domain, the
information about the statutory and other approvals along with other necessary information
about the programmes on offer through distance mode, their accreditation and students
enrolled, year- wise, etc. This may be linked to a national database, as and when created, to
facilitate the stakeholders to take a view on the recognition of the degrees for the purpose of
academic pursuit or employment with/under them.
(f) All universities/education institutions shall make optimal use of e-learning contents for
delivery/offering their programmes through distance mode. They shall also be
encouraged/required to adopt e-surveillance technology for conduct of clean, fair and
transparent examinations.
(g) The focus of distance education shall be to provide opportunity of education to people
at educationally disadvantaged situations such as living in remote and rural areas, adults with
no or limited access to education of their choice etc.
(h) In order to promote flexible and need based learning, choice-based credit system shall
be promoted and all ODE institutions shall be encouraged to adopt this system and evolve a mechanism for acceptance and transfer of credits of the courses successfully completed by
students in face-to-face or distance mode. For the purpose, establishment of a credit bank
may be considered. Similarly, conventional universities, offering face to face mode
programmes shall be encouraged to accept the credits earned by the students through
distance mode. A switch over from annual to semester system shall be essential.
(i) Convergence of the face-to-face mode teaching departments of conventional
universities with their distance education directorates/correspondence course wings as also
with open universities/institutions offering distance education, shall be impressed upon to
bridge the gap in distance and conventional face-to-face mode of education.
(j) Reputed Foreign education providers well established, recognized and accredited by
competent authority in their country and willing to offer their education programmes in India
shall be allowed, subject to the fulfilment of the legal requirement of the country.
(k) A National Information and Communication Technology infrastructure for networking
of ODE institutions shall be created under National Mission on Education through Information
and Communication Technology.
(l) Efforts would be made to create favourable environment for research in Open and Distance Education (ODE) system by setting up infrastructure like e- libraries, digital data-base,
online journals, holding regular workshops, seminars etc.
(m) Training and orientation programmes for educators and administrators in ODE system
with focus on use of ICT and self-learning practice, shall be encouraged.
(n) ODE institutions shall be encouraged to take care the educational needs of learners
with disabilities and senior citizens.
(o) An official notification clarifying the issue of recognition of academic qualification,
earned through distance mode, for the purpose of employment, shall be issued.
(p) A mechanism shall be set up for evaluation of degrees of foreign universities for the
purpose of academic pursuit as well as for employment under the Central Government. This
may include the assessment of the credentials of the university concerned as also to test the
competence of the degree holder, if needed.
1:-www.education.nic.in/dl/PolicyDraft-DL.pdf
Article from articlesbase.com
Videoclip: Eric Prydz vs. Floyd – Proper Education Label: www.ministryofsound.de
Texas Drivers Education Program
Texas Online Drivers Permit Tests
Driver Education On-line. California Teens Choose Convenience
While the authorities of California are doing their best in law-making to protect the drivers, California traffic schools are still meeting hundreds of eager students every day. And it doesn’t seem to be going to stop. The tendency of last years is that the amount of teens increases in the total number of people willing to pass driving courses. And there is nothing surprising that the search of new, modern ways of studying is needed. One shouldn’t be thinking of the solution for too long, cause it’s been already invented. The key to the problem is online driver education!
The main advantage of online driver education is it’s convenience. Especially if we are talking about teenagers. Anyone understands that the last thing a teenager wants is to spend more time in a classroom. All of driver’s ed online are committed to providing top-quality driver education to California teens.
Taking education online your children will never have to spend the weekends sitting in a classroom for California Driver Education. They can complete their course from any location with internet access. Not only that, they will be able to do so at their pace! Thanks to automated system one can start right where he left off each time one logins to the course.
To choose an appropriate resource for yourself rather for your child you should concentrate your attention on some basic features, a good program must have. First of all the course must be fully reviewed and accepted by the California DMV. The good education program should be 100% online from registration to certification. The site should provide students with practice tests. Usually you may take the tests as many times as you need to for no additional charge. If the program asks additional paying for every other test – stop and think if you’ve chosen a good program.
Choose the best teen driving course for your children straight from your PC!
http://www.teenautoclub.com/
Article from articlesbase.com
Find More Drivers Ed Articles
Texas Drivers Education Program
Texas Online Drivers Permit Tests
How badly taught Military Self Defense can cause you Problems
When you hear the term ‘military self defense’ you automatically think of Green Berets dismantling an attacker with precision moves that an ordinary person could never learn. To be honest, no regular citizen will be able to fight like a marine or soldier because they have years and in some cases decades of training behind them. Yet you have instructors trying teach some of these martial arts techniques in the same way as it would be taught to a military person which is completely wrong. As already stated, these men and women are physically elite so what is taught to them is not applicable to 99% of the population. While this doesn’t mean that the techniques they learn are redundant, it is clear that there are problems with the way they are taught.
The first issue with military self defense as it is often taught is the fact that it focuses on speed and strength above all else. Once again, military personnel are exceptional in both departments, trying to teach an average Joe these maneuvers that are based on you being as strong as your opponent is foolish. Generally speaking, if you are being attacked randomly there is a very good chance that your assailant will be physically stronger than you. Thugs generally don’t go around picking on strong guys because they are cowards at heart and want a confidence boosting exercise which involves beating up weaker people.
Some teachers decide to teach you how to use weapons which is definitely a good idea. However, they overemphasize their importance. Rather than focusing on the person who is the real problem, they keep their eyes firmly on the weapon, seeing it as the be all and end all of the confrontation. If someone attacks you with a knife, obviously your first goal should be to avoid their initial attack and find a way to get that weapon out of their hands. There are several martial arts techniques that can help you with this. Yet once you succeed in disarming them, they are still there, ready and willing to hurt you in some other way. The focus should always on defeating the attacker, not their weapon.
There are many military self defense techniques that can have lethal consequences. Sometimes situations occur when fatalities happen. If a thug attacks you with a gun or knife or a group of people come after you, the ferocity of your defense could accidentally kill someone. While that is more the fault of the legal system, the fierceness of this training presents trainees with another problem. Knowledge of the effectiveness of military techniques could actually cause you to hold back which results in you getting badly hurt. It is necessary to find an instructor who can teach you how to defend effectively without getting in legal trouble.
If you are learning martial arts techniques fused with the expertise of military training, be careful if you ever get involved in a confrontation. Being too fierce or holding back could spell danger whilst focusing on things like strength and the opponent’s weapon should be discarded in favor of learning solid technique.
For more details about military self defense & martial arts techniques, please visit us online.
Article from articlesbase.com
Related Taught Articles
Texas Drivers Education Program
Texas Online Drivers Permit Tests
2010-2011 WAHS Collaborative Teaching Consensus Document
Western Albemarle High School
Collaborative Consensus Proposal
April 21, 2010
Groundwork Committees
General Education: Peggy Anderson, Matt Azano, Adam Mulcahy, Elizabeth Mulcahy, Beth White
Special Education: Suzanne Fladd, Rick Roderick, John Ratcliffe, Cindy Frazer, Robyn Crusselle, Jason Collier, Pete Keyser, Sandy Keyser, Phil Gahring, Brian Wilson, Kip Chatterson, Sarah McGuire, Ed Pierce
Building Administration: Dave Francis, Greg Domecq, Bobbi Hughes, Tim Driver
Central Office: Kevin Kirst, Jamie Endahl
Guidance: Amy Wright, Heather Lindsay, Shelby Poole, Bob Jahrsdoerfer, Frank McCurdy, Erin Rittenhouse
Steering Committee
General Education: Beth White
Special Education: Rick Roderick, Suzanne Fladd
Building Admin: Greg Domecq
Central Office: Kevin Kirst
Guidance: Amy Wright
1) What should the goal of collaboration in our school be?
a) The goal of collaboration should be to afford all students the opportunity to understand the curriculum pursuant to their needs. Instruction should account for the reading levels of the students with the purpose of improving the literacy for all students in all subject areas.
2) What should our model look like?
a) Overall
i) To help improve literacy, class sizes need to be small, and at least one of the collaborating teachers must be looking through the literacy lens while lesson planning and teaching. General Education and Special Education teachers should seek professional training in developing literacy-rich lessons, and classes should reflect this training. To maintain literacy skills all year, reading and writing should be an integral part of every class.
ii) Common planning is a priority in order to develop literacy-rich exercises.
iii) Recognition that Special Education teachers often build trusting relationships with students outside of class, enhancing the classroom climate.
iv) To maintain year-long support for students who are eligible for Resource and Core Plus, we suggest that these two periods be held on an alternating (A/B) schedule for the entire year. Core Plus may also be offered as a semester course as determined by student schedule needs.
b) Professionals in the Room
i) Two professional teachers with experience in both content and teaching strategies should be partnered together for multiple classes and multiple years whenever possible.
ii) The addition of teaching associates should be a collaborative discussion/decision, whenever possible.
c) Process
i) Preparation Prior to the school year
(1) General Education and Special Education teachers should be matched by the administration and department chairs according to the strengths of each in both areas: content and working with students. Administration should attempt, as much as possible, to pair teachers who share a philosophical approach to teaching.
(2) Whenever possible, Special Education teachers should be assigned to only one subject area with no more than two different subject areas and two different teachers.
(3) Future Special Education teachers should have a firm background in their assigned content area. An endorsement in the subject area is desirable.
(4) Classroom teachers should plan the curriculum and pace, and they should seek common ground regarding classroom procedures and management expectations.
(5) Classroom teachers should learn from each other’s strengths and weaknesses with respect to curriculum, teaching strategies, and experiences in collaboration.
(6) Teachers new to collaboration, or those wishing to improve, should be encouraged to attend training in collaboration or work closely with collaboration
mentors.
ii) During the School Year
(1) Classroom Teacher Relationship
(a) Classroom teachers should be in constant conversation about the students’ understanding of the material, teaching strategies, and assessments, with a focus on literacy and numeracy.
(b) Classroom teachers should have common planning in order to best prepare individual lessons, adjust the pace, discuss student needs, and prepare formative and summative assessments including modifications for students.
(c) Classroom teachers should initially evaluate assessments together with the goal of appropriately sharing the “grading” and to ensure that they are communicating the same message to the students.
(d) Classroom teachers should share the role of intervention during CARE and other times.
(e) Any disagreements or other problems between the professionals in the room should be handled privately and immediately in a non-confrontational and respectful manner. Collaborative professionalism should involve being up front and honest in addressing concerns directly with each other. Other resources for resolving conflict could be the collaboration mentors, department chairs, or administration.
(f) Teachers should work together to balance the responsibilities of the collaborative classroom, recognizing that demands from other professional responsibilities will at times require more attention. The collaborative classroom should not suffer at these times; rather, teachers should plan thoroughly so that neither teacher feels overburdened, and so that the work is shared fairly over the course of the year.
(2) What should the instruction look like?
(a) Instruction should include a variety of classroom activities that keep students thinking and engaged.
(b) Our goal should be that reading at the student’s independent level and writing become a part of the curriculum in every discipline.
(c) Classroom teachers should continue to discuss how to share teaching and grading responsibilities.
(d) Collecting materials at the various reading levels should be a shared responsibility; this should also be part of PLC activities.
(e) Classroom instruction based upon experience and class should reflect the Marilyn Friend strategies:
(i) Whole class instruction
(ii) Station teaching
(iii) Parallel teaching
(iv) Alternative teaching
(v) One teach-one assist/teaming/tag team teaching
(f) Differentiation and accommodations are necessary, but they should complement rather than replace literacy instruction.
(3) Grading
(a) Time for classroom teachers to work on common planning and common grading is essential.
(4) Schoolwide Communication
(a) Resource, Launch, Avid, and Core Plus teachers or designees should
initiate regular contact with classroom teachers regarding student concerns
and progress.
(b) Faculty will respond to these queries within 48 hours, according to school policy.
. (c) Classroom teachers should discuss the responsibility of parent contacts.
(d) Both classroom teachers should be aware of accommodations.
3) What classes should be collaborated? (Priorities)
a) The goal is to staff standard classes in the following order:
Level I English 9, 10, 11, 12; Skills (Pre-Alg); Algebra I, Part I; Algebra I, Part II; Algebra I; AFDA; Geometry
Level II Earth Science, Biology, World History I, US History
Level III Algebra II, Government, World History II
Level IV Chemistry, Ecology
4) What should the “make-up” of our classes be?
a) Maximum of 25 in standard classes; smaller whenever possible to allow for more small-group literacy work (reading groups, vocabulary development, etc).
b) No more than 8 designated Collaboration Mandated Special Education students in a class.
c) No more than 14 Special Education students in classes that are not collaborated with a Special Education teacher. These classes should be assisted with an aide.
d) Functional English and Math sections with only IEP diploma students should be offered at the time that benefits the most students; a Special Education teacher that is highly qualified in English/Reading or Math will be scheduled to teach the related area.
e) Core Plus should continue to be offered for those students who are enrolled in a standard class but need more support in basic literacy and numeracy skills. Listed below are salient points that provide the basis of the class:
Students may be placed in Core Plus by IEP or a panel of teachers consisting of a general ed, special ed, administrator, and guidance counselor. The student may be an IEP or general education student.
These students should be those who often “fall through the cracks” in the standard/practical class, but are included because of the many benefits Core Plus presents. These students may have difficulty demonstrating functional skills in reading, writing, and numeracy.
The class will focus on literacy and numeracy skills. The curriculum, developed by the teacher, should address reading, writing, math skills. Progress monitoring is an expectation (Kevin Kirst is a great resource in this area.)
The goal will be to keep this class to 10 or less and a teacher aide if possible.
A,B,C,D,F grades will be assigned.
The class must be taught by a special educator who does not necessarily have to have the highly qualified label on his/her certification.
5) What should administration and central office do to support the program?
a) Continue to support a WAHS literacy council comprised of teachers from every department, instructional coaches, and representatives from administration and guidance. Seek funding to provide these teachers and staff members with a stipend to ensure that school-based literacy professional development continues, and that teachers who teach our below-grade-level students learn and implement strategies/activities to make learning a reality for their students.
b) Continue to provide funding for collaboration.
c) Include teacher input in the process of pairing teachers.
d) Continue to offer school-based literacy professional development and encourage collaborating teams to attend together.
e) Encourage celebration of student success in literacy, even when it does not mean that the student will pass or has passed the SOL.
f) Offer and encourage opportunities to showcase student work at the standard level.
g) Include both teachers’ names on student schedules and report cards. This should mean the following:
i) Both teachers have equal access to records.
ii) Both teachers get a substitute when absent, whenever possible.
h) The “teacher of record” will be the General Education teacher for all collaborative classes and this will be indicated on official records.
i) Provide time for collaborative work:
i) Support PLC’s comprised of collaborative teams.
ii) Pay collaborative teams for summer planning (8 hours per teacher).
iii) Award professional development points for after-hours planning.
iv) Pay for one day per nine weeks for planning if collaborative teams do not have common planning.
v) Give collaborative teams large blocks of time during pre-school week to prepare.
vi) Protect common planning by avoiding study hall assignments that compete with collaborative planning time.
viii) Reserve one CARE period per week for Special Education collaborative teachers to
meet with their caseload.
6) What should collaborative professional development look like?
a) Experienced collaborative teams should mentor new and existing teams throughout the year, as needed.
b) Collaboration mentors should lead a pre-service week presentation on collaboration for teachers.
c) Teams should be encouraged to use a collaboration planning worksheet, provided by the collaboration mentors.
d) Classroom teachers will participate in end-of-the-year reflections and team self-evaluations.
e) Special Education teachers should be offered opportunities to become highly qualified in specific subject areas.
f) Classroom teachers should have opportunities to observe other collaborative teams in their subject area, even at other schools.
g) Teachers interested in enriching the collaborative experience should be able to attend conferences that directly address collaboration, both during the school year and over the summer.
h) Special Education teachers should be encouraged to attend the Reading First Academy for Special Educators to provide a strong literacy background. Information on this opportunity may be found at http://www.readingfirst.virginia.edu.
i) PLC time should be set aside quarterly to have both regular ed. and special ed. individually address the model and practice.
7) How should the program be evaluated?
a) Surveys from students, parents, and teachers (not just collaborating teachers).
b) Assessments that reflect growth in literacy (DRP, DSA, Oral Fluency)
c) Report card grades.
d) Literacy profile data and anecdotal evidence used to monitor literacy progress.
e) Growth in literacy indicated by an increase in SOL scores (not just pass rates) for standard level students.
f) Discussion groups with just General Education teachers, just Special Education teachers, and combinations (teams meeting together).
g) Discussions between teacher and administrator during Teacher Performance Appraisals and other evaluations.
h) The use of an outside consultant to review progress and compare our program to similar programs throughout the state.
i) Journal entries from each of the first three grading periods will be submitted to the administrator overseeing the program. These weekly entries should address what is going well, what needs attention, and what teachers plan to do next.
Greg Domecq is in his seventh year as the Associate Principal at Western Albemarle High School in Crozet, Virginia. In May of 2009, Domecq was presented the Alton L. Taylor Award from the University of Virginia Chapter of Phi Delta Kappa naming him the outstanding administrator in the region. Domecq’s current responsibilities at Western include support for the English and Special Services Departments as well as the collaborative initiative, coordinating substitutes, the honor council, transportation, and 10th & 11th grade discipline. Over the years at WAHS, Dr. Domecq has also had oversight of the athletic department, Physical Education Department, textbooks, and teacher duty. On the county level, Domecq served on several committees including the School Business Alliance, the high school discipline steering committee, the behavior management committee, the International Baccalaureate Exploratory team, and the Teacher Performance Appraisal Steering Committee. He is credited with writing the TPA Process Manual, a user-friendly handbook that outlines the implementation of the Teacher Performance Appraisal model.
During Domecq’s tenure at the Crozet school, the Warriors have been recognized for several outstanding accomplishments. A few of these accolades are as follows:
In 2004 Domecq earned his doctorate in Administration and Supervision from the Curry School at the University of Virginia. His minor areas included Curriculum and Instruction as well as Social Foundations in Education. His dissertation topic, “A Ninth Grade Transition Program, ” studied the results of the Summer Leadership Academy at Monticello High School. Domecq has given numerous presentations in the Charlottesville area including visits to the University of Virginia, Piedmont Virginia Community College, Mary Baldwin College, State Farm Insurance, and the Waynesboro Kiwanis Club.
Article from articlesbase.com
More Parent Taught Drivers Education Articles
Texas Drivers Education Program
Texas Online Drivers Permit Tests
Pages
- Customer Service
- Ezine
- Ezinety
- Policies
- Thank You
- Home
- About the Course
- State Information
- Alabama
- Alaska
- Arizona
- Arkansas
- California
- Colorado
- Connecticut
- Delaware
- Florida
- Georgia
- Hawaii
- Idaho
- Illinois
- Indiana
- Iowa
- Kansas
- Kentucky
- Louisiana
- Maine
- Maryland
- Massachusetts
- Michigan
- Minnesota
- Mississippi
- Missouri
- Montana
- Nebraska
- Nevada
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Ohio
- Oklahoma
- Oregon
- Pennsylvania
- Rhode Island
- South Carolina
- South Dakota
- Tennessee
- Texas
- Utah
- Vermont
- Virginia
- Washington
- Washington D.C.
- West Virginia
- Wisconsin
- Wyoming
- About Us
- Contact Us
- Purchase