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Choosing A Driving School
Be Smart....
Driver training is more than teaching skills and knowledge about driving a vehicle. A monkey can drive a car. The car can only go left, right, forward and backwards. Driving is a complex task that requires drivers to systematically process information and execute timely, low-risk decisions. Historically, driver education was conceived to teach drivers how to manipulate the vehicle, (left, right, forward and backward) with little emphasis placed upon the decision making process. When the crash history of drivers is reviewed, we find that more than 99 percent of the drivers that are involved in automobile crashes have the skill to operate the vehicle. However, the element that is often lacking is effective and consistent information processing. To improve the quality of novice driver training, there is a need to have driver education teachers become more effective and capable of teaching risk-prevention behavioral patterns. Traditionally driver education teacher preparation fails to give driver educators adequate training in the science of driving. Many driver education programs are conducted during too short of a training period to allow the student to evaluate and formulate risk-prevention behaviors into their own style of driving. Often, driver education teachers are prepared to teach the classroom phase under the illogical fallacy that a teacher candidate already knows how to drive by virtue of having a driver’s license. Such structuring results in the teacher’s in-car preparation falling short of acquiring and learning how to teach necessary risk-prevention behavioral patterns. Street Wise’s philosophy is different.
The science of driving is composed of many habitual actions that a driver must acquire over a period of time. The science of driving is highly orchestrated under a very deliberately structured taxonomy incorporating vision training and decision-making skills. The odds that a driver will learn to acquire a lifelong style of empowering driving habits without having had formal education is as likely as winning powerball. Drivers need to receive effective risk management behavioral training. Such training can only occur when instructors learn to perform a systematic method of driving that must become their internal style of driving.
When choosing a driving school consider the following:
Jump to: Curriculum // Special Accommodations // SWDA Handbook // Testimonials
Back to: Overview // FAQ
Driver training is more than teaching skills and knowledge about driving a vehicle. A monkey can drive a car. The car can only go left, right, forward and backwards. Driving is a complex task that requires drivers to systematically process information and execute timely, low-risk decisions. Historically, driver education was conceived to teach drivers how to manipulate the vehicle, (left, right, forward and backward) with little emphasis placed upon the decision making process. When the crash history of drivers is reviewed, we find that more than 99 percent of the drivers that are involved in automobile crashes have the skill to operate the vehicle. However, the element that is often lacking is effective and consistent information processing. To improve the quality of novice driver training, there is a need to have driver education teachers become more effective and capable of teaching risk-prevention behavioral patterns. Traditionally driver education teacher preparation fails to give driver educators adequate training in the science of driving. Many driver education programs are conducted during too short of a training period to allow the student to evaluate and formulate risk-prevention behaviors into their own style of driving. Often, driver education teachers are prepared to teach the classroom phase under the illogical fallacy that a teacher candidate already knows how to drive by virtue of having a driver’s license. Such structuring results in the teacher’s in-car preparation falling short of acquiring and learning how to teach necessary risk-prevention behavioral patterns. Street Wise’s philosophy is different.
The science of driving is composed of many habitual actions that a driver must acquire over a period of time. The science of driving is highly orchestrated under a very deliberately structured taxonomy incorporating vision training and decision-making skills. The odds that a driver will learn to acquire a lifelong style of empowering driving habits without having had formal education is as likely as winning powerball. Drivers need to receive effective risk management behavioral training. Such training can only occur when instructors learn to perform a systematic method of driving that must become their internal style of driving.
When choosing a driving school consider the following:
- Obtain a list of driver education schools.
When you visit the NHDMV website, you will be able to see an updated list of all the Driver Education School in NH. You will find Street Wise Driving Academy Listed as a certified and Licensed School for the State of NH. - Ask friends and neighbor’s children.
Reaching out to your friends and neighbors is your best option. They can recommend a school they may have dealt with recently or in the past. Ask them if they attended a school and would they recommend it to you? Most of Street Wise Students are by referral. - Call several schools.
Call the schools from the list you obtained from NHDMV. When you call the school find out about course schedules, their fees, registration procedures, minimum down payment and the next available course dates and times. Also pay attention to the professionalism in the way they answer their phone. Remember, you are a new customer, if they are not courteous to you before you become a student what would cause them to be courteous to you after you become a student. Street Wise staff are trained to treat each customer in a professional manner, if you feel otherwise email our office and we will handle it right away. - Visit schools.
Ask to see classrooms and if you could observe part of a class. Classrooms should be clean, orderly and set up to conduct classroom sessions. Ask to see the course textbook. (Note: The NH Driver's Manual is not a textbook.) Check whether the text is up to date and if there are enough textbooks for all students. Parents and Students are always welcomed to sit in and evaluate our class. Upon entering our classroom you will notice we take driver training very seriously, as it is one of the most important life skills. - Check the Driver Education School License.
The Certification and License to teach Driver Education or Behind the Wheel Lessons must be displayed in the school's business office. You may also inquire about how many fully licensed driver education instructors work for the school. Determine how many instructors teach classroom, behind the wheel, or both phases of the course. Keep in mind that the number of instructors may affect the time it will take to complete all the course requirements. Street Wise is licensed by the NHDMV. You work directly with one instructor. All students are able to complete the entire course within the allotted time. - Check classroom vs. behind the wheel sessions.
See the average amount of time that's needed to complete the 30 hours of classroom, 10 hours behind the wheel and up to 20 hours of supervised observation. Make sure you don't have to wait a long time to start the behind the wheel phase of the course. The ideal course integrates behind the wheel and classroom training. Do not assume the fastest course is the way to go. New drivers need time to learn. Street Wise schedules students based on student performance as they complete the necessary competencies. Most Street Wise Students will have 20 hours of supervised observations. - Check details.
Ask about the school refund policies, class make-up policies, and remedial training policies. Inquire whether you would need to sign a contract. To learn more about Street Wise's policies please see the contract included with our applications. - Find out about complaints.
Ask the school how to file a complaint and how the school resolves complaints. At Street Wise, if you like our business tell a friend, if not tell us. Every complaint is handled individually and every attempt is made to resolve them. We are working on being Better Business Bureau certified. - Ask to see the driver training vehicles.
The vehicle should be clean, late model cars, and all must pass the NH Safety Inspection annually. The Street Wise vehicle is a 2011 Toyota Corolla and passes the NH Safety Inspection annually. In addition the car is safety inspected at the end of each class. Student safety will not be compromised. - Find out if the instructor picks students up at home.
This is a convenience, for many parents and driving schools. This practice is not used at Street Wise because it shortens the student's learning instruction drive time. This practice also removes possible competencies that are important to this life skill.
- Ask for references.
Get a few names of previous students of the school you may call as a reference. Remember price should not be the only factor when choosing a driving school. You must compare instructional quality, class size and behind-the-wheel lessons. Choose your driving school with care and drive safely forever! To read what others had to say, click here. - Students with disabilities.
Students with disabilities should choose a school with instructors and equipment designed for their specific needs. For instance, vehicles should include hand controls, an adjustable steering column, and other aids for disabled drivers. Street Wise is not equipped to provide this service.
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Code of Ethics
We teach who we are. Education is a moral undertaking that shapes the character of the nation. Ethics is the essence of teaching. It is having a standard of practice rooted in personal experience, formal training, community norms, and specific needs.
Rules that govern ethical conduct include:
Preamble to the NEA Code of Ethics
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
Moral Leadership
The educator serves as an exemplary moral leader, following ethical practices toward students, families, colleagues, administrators, and the profession. The educator upholds high ethical standards of personal integrity, civility, compassion, responsibility, truthfulness, honesty, and courage, knowing that these are needed to inspire public confidence and trust.
Section I
The educator treats students in an ethical manner, with respect and dignity by:
1.1. making the well-being of students the fundamental value of all decision making and actions.
1.2. refraining from bias, preferential treatment, giving special advantages, punishment, denying benefits, or excluding from programs based on: race; ethnicity; national origin; religion; gender; physical attractiveness; athletic skill; socioeconomic status; abilities or disabilities; or health-related illnesses such as AIDS.
1.3. recognizing and showing respect for the unique potential of each student even when there are perceived deficiencies.
1.4. protecting students from situations that are harmful to learning. They are kept safe and free from danger through:
a. a safe environment.
b. proper supervision.
c. adequate planning (foresight) regarding safety issues (preparation for emergencies such as fire, weapons, seizures, fights, and bomb threats).
1.5. being committed to the welfare and interests of all students, and refraining from harming students physically or psychologically. Students are not deliberately humiliated, shamed, frightened, degraded, exploited, intimidated, hurt, or placed in danger. No cruel, unusual, demeaning, or excessive punishments are used.
1.6. establishing only those relationships that promote the social, emotional, and academic growth of students, and refraining from engaging in any form of sexual relationship or other sexual misconduct with students, including sexual acts, sexually explicit language, and pornography. The educator refrains from excessive informal and social involvement with individual students (i.e., non-job related contact such as fraternizing with students by dating them).
1.7. reporting symptoms of abuse and neglect to the proper authorities.
1.8. refraining from advocating, using in front of students at school functions, providing to students controlled and illegal substances. (controlled: tobacco products, alcohol, prescription drugs; illegal: marijuana, heroin, etc.). Reporting to work while under the influence of alcohol, narcotics, or any mind-altering substance is unacceptable.
1.9. sharing negative information only with the people who need to know. Problems with individual students are not talked about to others unnecessarily. The educator handles information about students honestly and tactfully, and uses personal information about students only for professional purposes.
1.10. providing students with access to a variety of responsible points of view, neither distorting nor suppressing subject matter, and creating an environment that allows students to exercise critical judgment. The educator tolerates differing opinions. The educator does not restrain learning except for reasonable cause.
1.11. assessing and grading students’ performance carefully, accurately, objectively and impartially. The power of grading is not abused.
1.12. demonstrating an understanding of and supporting the principles of our democratic heritage as embodied in the United States Constitution, accepting the responsibilities of citizenship, and teaching them to students.
1.13. using school resources (funds, machines, supplies, time, property) in the way for which they were intended.
1.14. not advocating or taking part in gambling on school premises or with students. The educator does not participate in the unauthorized solicitation of funds.
Section II
The educator treats families/parents in an ethical manner.
2.1. Parents are informed about:
a. the curriculum;
b. policies;
c. their child’s academic progress;
d. difficulties their child has;
e. planned activities such as field trips or controversial topics;
f. their child’s absences from classes and/or tardiness;
g. potentially harmful experiences at school (exposure to contagious diseases, accidents or injuries, etc.)
2.2. Parents are given access to all records kept on their child (per the Buckley Amendment) and are invited to interact with educators.
2.3. Parents are told that they have the right to make decisions regarding what is in the best interests of their child, even when that decision is different from the educator’s or school’s recommendation.
2.4. The confidentiality of students and families is protected. The educator refrains from disclosing confidential information about the family, unless it is a case of neglect or abuse. Parents are not talked about to other parents or members of the community and only with staff on a “need to know” basis.
2.5. Families are treated with respect and are not discriminated against due to race, national origin, socioeconomic status, religious belief, physical appearance, or parenting style. The dignity of the family, its culture, customs, beliefs, and religion, are respected.
2.6. If parents are breaking the law or teaching their child(ren) to break the law, the educator gives the child a clear moral message without denigrating the role of the parent.
2.7. Parents are welcome to visit the classroom at any time, provided that they check in at the office and do not interrupt the educator or learning.
2.8. The educator encourages parents to come to him/her first when they question the educator’s judgment, rather than going to other parents or administrators. If the issue is not resolved, parents are informed as to how to contact the educator’s immediate supervisor.
2.9. The educator presents the school program/curriculum in a positive light to parents.
a. The educator refrains from complaining to parents about the administrator or school policies.
b. The educator defends the program when parents are critical and takes concerns expressed by parents to the administrator.
2.10. When parents volunteer in the classroom, they are treated with respect and their efforts are supported.
2.11. Volunteers are notified that they have an obligation to keep confidential anything they learn about individual students and their families. When parents, educators, student educators, and researchers work with students, they are informed regarding their ethical boundaries -- that they should not pass on negative information about individual students to others who do not need to know.
2.12. Educators accept gifts and special privileges from students and families only when objectivity is not jeopardized.
2.13. The educator does not use his/her position as educator for exploitation (tutoring, private lessons, private practice).
2.14. The educator does not compare students with their siblings.
2.15. The educator refrains from creating an adversarial relationship with parents by blaming them for school-related problems.
Section III
The educator treats other staff members in an ethical manner.
3.1. The educator establishes a relationship of trust and respect by:
a. refraining from criticizing others behind their backs.
b. openly communicating concerns directly to the person involved. Educators have an obligation to tactfully confront peers over ethical issues. If the problem cannot be resolved, they both go to the person at the next level of supervision, following the appeals policy.
c. sharing resources and pertinent information, but refraining from taking the resources of others without permission.
d. being willing to accept suggestions and constructive criticism.
e. showing respect for colleagues with different philosophies.
f. refraining from embarrassing colleagues in front of students, parents and other educators.
3.2. The educator maintains a positive approach to school life.
3.3. The educator talks with other staff members in a way that does not degrade:
a. students;
b. parents;
c. staff;
d. administrators.
3.4. Support personnel, such as aides, assistants, and volunteers, are treated with respect and are supported in their own professional development.The educator works with them in a way that helps them be successful, not making demands that they are incapable of meeting, but encouraging them to use the skills they have.
a. Expectations are clear, and there is a written job description.
b. There is regular, open, honest communication through meetings, conferences, and informal conversations.
c. When support staff are not fulfilling their obligations, this is explained clearly to them and put in writing. If the support person changes and meets the obligation, the indiscretion is “forgiven and forgotten.” If termination is necessary, there is written documentation of the problem as well as the dates of conferences at which it was discussed.
3.5. The educator refrains from discussing private information about one educator with another. The educator does not disclose negative information about colleagues unless there is a compelling professional purpose or it is required by law.
Section IV
The educator treats administrators in an ethical manner.
4.1. Administrators are treated courteously and with respect, both to their faces and behind their backs.
4.2. Administrators respect the dignity and worth of educators.
4.3. Where there is a conflict over policy, the educator takes the role of advocacy by clearly articulating the problem and researching possible solutions. The educator provides information to support his/her position, but refrains from demanding that it be followed.
4.4. Rather than “letting things go” in order to prevent “making waves,” the educator confronts:
a. misconduct;
b. poor policies;
c. observed inappropriate practices.
4.5. When there is a disagreement over policy, a confidential meeting is held with the administrator, and the problem is explained clearly and in a constructive manner. The educator recognizes that this may not alleviate the problem, but continues to do research and bring more information to the administrator in a noncritical and positive manner.
4.6. When a school system violates or requires its employees to violate laws, it is permissible, after fair assessment of the evidence, to disclose the identity of that program.
Section V
The educator is an ethical professional. The educator:
5.1. is engaged in lifelong learning regarding best practices, laws, standards, and current research.
5.2. serves as an advocate for what is in the best interests of students when policies are being made.
5.3. educates others in a tactful and positive way about appropriate education.
5.4. advocates for good educational practice. The primary focus of all decisions is what is best for students.
5.5. avoids using the position of educator for special personal, religious, political, or economic influence.
5.6. maintains a balance between the individual needs of students and the need to maximize learning for the entire class as a group. The educator does not work with one student to the detriment of others.
5.7. is committed to quality, uses current best practices as defined by research, and maintains high standards of teaching, appearance, and behavior.
5.8. takes only those positions for which he/she is qualified.
5.9. upholds and obeys the laws of the land. The educator implements federal and state laws regarding education, as well as the policies, rules, and regulations of the school district. When he/she commits a crime that places students in potential physical or emotional jeopardy, or when the crime detracts from the educator’s professional standing so as to render him/her unqualified or unfit to teach, he/she steps out of the role of educator.
5.10. uses respectful, courteous language, as well as appropriate vocabulary and voice tones. The educator does not use or distribute profane, obscene, vulgar, or indecent matter.
5.11. demonstrates self-control in coping with stressful situations and anger. The educator does not fight, agitate a fight, or attempt bodily harm or injury to another person. The educator avoids conduct offensive to the dignity, decency, and morality of the profession.
5.12. upholds the civil rights of all. The educator does not impede due process.
Section VI
The educator upholds high ethical standards in the classroom.
A. Academic Honesty for Students
6.1. Honesty is clearly defined as an expectation for students.
6.2. Dishonesty is treated decisively with appropriate consequences. High school and middle school examples: The educator explains what kind of assistance is and is not acceptable for each assignment. Students are encouraged to put the names of all participants on group projects. Students are taught the appropriate use of information from others and how to cite it. The educator discusses cheating, what it means, and the consequences. Primary and preschool examples: Students are encouraged to tell the truth. They are helped to distinguish fact from fantasy (“Is that real or pretend?”).
B. Harassment by Students
6.3. The educator is vigilant in keeping the classroom a place where everyone can work and learn in an atmosphere of respect for the dignity and worth of all. The following are addressed decisively with consequences:
a. Sexual harassment (offensive behavior that includes requests for sexual favors; attempts to engage in sexual activity; sexist remarks about an individual’s body, clothes, or behavior; displaying sexually suggestive objects or pictures; and other physical conduct and expressive behavior of a sexual nature) is dealt with clearly and decisively.
b. Any offensive behavior that is intimidating, such as bullying, taunting, threats, namecalling, or ridicule, is addressed decisively and with consequences.
6.4. The educator clearly explains that students are expected to treat the bodies and feelings of others with respect, to respect each other’s space, and to refrain from physically or psychologically harming or intimidating others.
C. Discrimination by Students
6.5. The educator rigorously opposes any form of discrimination, whether on the basis of race, color, national origin, sex, age, religion, handicap, disability, or sexual orientation. (Discrimination, or prejudice, refers to having an unfavorable attitude of a hostile nature regarding a particular group, and/or demeaning behavior or language toward a class of people.)
a. The use of racial slurs or derogatory nicknames is not tolerated and has consequences. Students are expected to use appropriate language and refrain from obscene words or gestures.
b. The educator provides appropriate education for students with handicaps. These are not excluded or denied a benefit. They have access to all the services provided for able-bodied students.
c. The educator models and expects students to use inclusive language that respects females.
d. Diversity of race, ethnicity, political and religious views, and ability is affirmed, welcomed, and appreciated. The educator upholds the rights of all to exercise their political, religious, and civil privileges.
e. Physical and emotional cruelty are not tolerated.
f. Students treat each other with respect, compassion, and honesty. Gossip is not tolerated.
Adopted from:
Character Development Foundation
P.O. Box 4782
Manchester, NH 03108
Phone/Fax: 603.472.3063
Jump to: Choosing A Driving School // Special Accommodations // SWDA Handbook // Testimonials
Back to: Overview // FAQ
Rules that govern ethical conduct include:
- Fair Play
- The Greater Good
- The Golden Rule
- Equity and Justice
Preamble to the NEA Code of Ethics
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
Moral Leadership
The educator serves as an exemplary moral leader, following ethical practices toward students, families, colleagues, administrators, and the profession. The educator upholds high ethical standards of personal integrity, civility, compassion, responsibility, truthfulness, honesty, and courage, knowing that these are needed to inspire public confidence and trust.
Section I
The educator treats students in an ethical manner, with respect and dignity by:
1.1. making the well-being of students the fundamental value of all decision making and actions.
1.2. refraining from bias, preferential treatment, giving special advantages, punishment, denying benefits, or excluding from programs based on: race; ethnicity; national origin; religion; gender; physical attractiveness; athletic skill; socioeconomic status; abilities or disabilities; or health-related illnesses such as AIDS.
1.3. recognizing and showing respect for the unique potential of each student even when there are perceived deficiencies.
1.4. protecting students from situations that are harmful to learning. They are kept safe and free from danger through:
a. a safe environment.
b. proper supervision.
c. adequate planning (foresight) regarding safety issues (preparation for emergencies such as fire, weapons, seizures, fights, and bomb threats).
1.5. being committed to the welfare and interests of all students, and refraining from harming students physically or psychologically. Students are not deliberately humiliated, shamed, frightened, degraded, exploited, intimidated, hurt, or placed in danger. No cruel, unusual, demeaning, or excessive punishments are used.
1.6. establishing only those relationships that promote the social, emotional, and academic growth of students, and refraining from engaging in any form of sexual relationship or other sexual misconduct with students, including sexual acts, sexually explicit language, and pornography. The educator refrains from excessive informal and social involvement with individual students (i.e., non-job related contact such as fraternizing with students by dating them).
1.7. reporting symptoms of abuse and neglect to the proper authorities.
1.8. refraining from advocating, using in front of students at school functions, providing to students controlled and illegal substances. (controlled: tobacco products, alcohol, prescription drugs; illegal: marijuana, heroin, etc.). Reporting to work while under the influence of alcohol, narcotics, or any mind-altering substance is unacceptable.
1.9. sharing negative information only with the people who need to know. Problems with individual students are not talked about to others unnecessarily. The educator handles information about students honestly and tactfully, and uses personal information about students only for professional purposes.
1.10. providing students with access to a variety of responsible points of view, neither distorting nor suppressing subject matter, and creating an environment that allows students to exercise critical judgment. The educator tolerates differing opinions. The educator does not restrain learning except for reasonable cause.
1.11. assessing and grading students’ performance carefully, accurately, objectively and impartially. The power of grading is not abused.
1.12. demonstrating an understanding of and supporting the principles of our democratic heritage as embodied in the United States Constitution, accepting the responsibilities of citizenship, and teaching them to students.
1.13. using school resources (funds, machines, supplies, time, property) in the way for which they were intended.
1.14. not advocating or taking part in gambling on school premises or with students. The educator does not participate in the unauthorized solicitation of funds.
Section II
The educator treats families/parents in an ethical manner.
2.1. Parents are informed about:
a. the curriculum;
b. policies;
c. their child’s academic progress;
d. difficulties their child has;
e. planned activities such as field trips or controversial topics;
f. their child’s absences from classes and/or tardiness;
g. potentially harmful experiences at school (exposure to contagious diseases, accidents or injuries, etc.)
2.2. Parents are given access to all records kept on their child (per the Buckley Amendment) and are invited to interact with educators.
2.3. Parents are told that they have the right to make decisions regarding what is in the best interests of their child, even when that decision is different from the educator’s or school’s recommendation.
2.4. The confidentiality of students and families is protected. The educator refrains from disclosing confidential information about the family, unless it is a case of neglect or abuse. Parents are not talked about to other parents or members of the community and only with staff on a “need to know” basis.
2.5. Families are treated with respect and are not discriminated against due to race, national origin, socioeconomic status, religious belief, physical appearance, or parenting style. The dignity of the family, its culture, customs, beliefs, and religion, are respected.
2.6. If parents are breaking the law or teaching their child(ren) to break the law, the educator gives the child a clear moral message without denigrating the role of the parent.
2.7. Parents are welcome to visit the classroom at any time, provided that they check in at the office and do not interrupt the educator or learning.
2.8. The educator encourages parents to come to him/her first when they question the educator’s judgment, rather than going to other parents or administrators. If the issue is not resolved, parents are informed as to how to contact the educator’s immediate supervisor.
2.9. The educator presents the school program/curriculum in a positive light to parents.
a. The educator refrains from complaining to parents about the administrator or school policies.
b. The educator defends the program when parents are critical and takes concerns expressed by parents to the administrator.
2.10. When parents volunteer in the classroom, they are treated with respect and their efforts are supported.
2.11. Volunteers are notified that they have an obligation to keep confidential anything they learn about individual students and their families. When parents, educators, student educators, and researchers work with students, they are informed regarding their ethical boundaries -- that they should not pass on negative information about individual students to others who do not need to know.
2.12. Educators accept gifts and special privileges from students and families only when objectivity is not jeopardized.
2.13. The educator does not use his/her position as educator for exploitation (tutoring, private lessons, private practice).
2.14. The educator does not compare students with their siblings.
2.15. The educator refrains from creating an adversarial relationship with parents by blaming them for school-related problems.
Section III
The educator treats other staff members in an ethical manner.
3.1. The educator establishes a relationship of trust and respect by:
a. refraining from criticizing others behind their backs.
b. openly communicating concerns directly to the person involved. Educators have an obligation to tactfully confront peers over ethical issues. If the problem cannot be resolved, they both go to the person at the next level of supervision, following the appeals policy.
c. sharing resources and pertinent information, but refraining from taking the resources of others without permission.
d. being willing to accept suggestions and constructive criticism.
e. showing respect for colleagues with different philosophies.
f. refraining from embarrassing colleagues in front of students, parents and other educators.
3.2. The educator maintains a positive approach to school life.
3.3. The educator talks with other staff members in a way that does not degrade:
a. students;
b. parents;
c. staff;
d. administrators.
3.4. Support personnel, such as aides, assistants, and volunteers, are treated with respect and are supported in their own professional development.The educator works with them in a way that helps them be successful, not making demands that they are incapable of meeting, but encouraging them to use the skills they have.
a. Expectations are clear, and there is a written job description.
b. There is regular, open, honest communication through meetings, conferences, and informal conversations.
c. When support staff are not fulfilling their obligations, this is explained clearly to them and put in writing. If the support person changes and meets the obligation, the indiscretion is “forgiven and forgotten.” If termination is necessary, there is written documentation of the problem as well as the dates of conferences at which it was discussed.
3.5. The educator refrains from discussing private information about one educator with another. The educator does not disclose negative information about colleagues unless there is a compelling professional purpose or it is required by law.
Section IV
The educator treats administrators in an ethical manner.
4.1. Administrators are treated courteously and with respect, both to their faces and behind their backs.
4.2. Administrators respect the dignity and worth of educators.
4.3. Where there is a conflict over policy, the educator takes the role of advocacy by clearly articulating the problem and researching possible solutions. The educator provides information to support his/her position, but refrains from demanding that it be followed.
4.4. Rather than “letting things go” in order to prevent “making waves,” the educator confronts:
a. misconduct;
b. poor policies;
c. observed inappropriate practices.
4.5. When there is a disagreement over policy, a confidential meeting is held with the administrator, and the problem is explained clearly and in a constructive manner. The educator recognizes that this may not alleviate the problem, but continues to do research and bring more information to the administrator in a noncritical and positive manner.
4.6. When a school system violates or requires its employees to violate laws, it is permissible, after fair assessment of the evidence, to disclose the identity of that program.
Section V
The educator is an ethical professional. The educator:
5.1. is engaged in lifelong learning regarding best practices, laws, standards, and current research.
5.2. serves as an advocate for what is in the best interests of students when policies are being made.
5.3. educates others in a tactful and positive way about appropriate education.
5.4. advocates for good educational practice. The primary focus of all decisions is what is best for students.
5.5. avoids using the position of educator for special personal, religious, political, or economic influence.
5.6. maintains a balance between the individual needs of students and the need to maximize learning for the entire class as a group. The educator does not work with one student to the detriment of others.
5.7. is committed to quality, uses current best practices as defined by research, and maintains high standards of teaching, appearance, and behavior.
5.8. takes only those positions for which he/she is qualified.
5.9. upholds and obeys the laws of the land. The educator implements federal and state laws regarding education, as well as the policies, rules, and regulations of the school district. When he/she commits a crime that places students in potential physical or emotional jeopardy, or when the crime detracts from the educator’s professional standing so as to render him/her unqualified or unfit to teach, he/she steps out of the role of educator.
5.10. uses respectful, courteous language, as well as appropriate vocabulary and voice tones. The educator does not use or distribute profane, obscene, vulgar, or indecent matter.
5.11. demonstrates self-control in coping with stressful situations and anger. The educator does not fight, agitate a fight, or attempt bodily harm or injury to another person. The educator avoids conduct offensive to the dignity, decency, and morality of the profession.
5.12. upholds the civil rights of all. The educator does not impede due process.
Section VI
The educator upholds high ethical standards in the classroom.
A. Academic Honesty for Students
6.1. Honesty is clearly defined as an expectation for students.
6.2. Dishonesty is treated decisively with appropriate consequences. High school and middle school examples: The educator explains what kind of assistance is and is not acceptable for each assignment. Students are encouraged to put the names of all participants on group projects. Students are taught the appropriate use of information from others and how to cite it. The educator discusses cheating, what it means, and the consequences. Primary and preschool examples: Students are encouraged to tell the truth. They are helped to distinguish fact from fantasy (“Is that real or pretend?”).
B. Harassment by Students
6.3. The educator is vigilant in keeping the classroom a place where everyone can work and learn in an atmosphere of respect for the dignity and worth of all. The following are addressed decisively with consequences:
a. Sexual harassment (offensive behavior that includes requests for sexual favors; attempts to engage in sexual activity; sexist remarks about an individual’s body, clothes, or behavior; displaying sexually suggestive objects or pictures; and other physical conduct and expressive behavior of a sexual nature) is dealt with clearly and decisively.
b. Any offensive behavior that is intimidating, such as bullying, taunting, threats, namecalling, or ridicule, is addressed decisively and with consequences.
6.4. The educator clearly explains that students are expected to treat the bodies and feelings of others with respect, to respect each other’s space, and to refrain from physically or psychologically harming or intimidating others.
C. Discrimination by Students
6.5. The educator rigorously opposes any form of discrimination, whether on the basis of race, color, national origin, sex, age, religion, handicap, disability, or sexual orientation. (Discrimination, or prejudice, refers to having an unfavorable attitude of a hostile nature regarding a particular group, and/or demeaning behavior or language toward a class of people.)
a. The use of racial slurs or derogatory nicknames is not tolerated and has consequences. Students are expected to use appropriate language and refrain from obscene words or gestures.
b. The educator provides appropriate education for students with handicaps. These are not excluded or denied a benefit. They have access to all the services provided for able-bodied students.
c. The educator models and expects students to use inclusive language that respects females.
d. Diversity of race, ethnicity, political and religious views, and ability is affirmed, welcomed, and appreciated. The educator upholds the rights of all to exercise their political, religious, and civil privileges.
e. Physical and emotional cruelty are not tolerated.
f. Students treat each other with respect, compassion, and honesty. Gossip is not tolerated.
Adopted from:
Character Development Foundation
P.O. Box 4782
Manchester, NH 03108
Phone/Fax: 603.472.3063
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Curriculum
National Institute for Driver Behavior
Minimum Standards: Driving Behaviors for Risk Prevention
Basic Skills and Behaviors
Getting Ready to Drive
Acceleration
Braking
Steering
Securing the Vehicle
Vehicle Judgment to Roadway
Right Side of Vehicle
Left Side of Vehicle
Front of Vehicle
Rear of Vehicle
Visualization of Intended Travel Path
Target
Target Area
Targeting Path
Searching Intended Travel Path
Target Area to Target Area Searching
Effective Use of Three Searching Ranges
Detect Changes to LOS-POT
Identify Open or Closed Zones
Searching Intersections
Searching into Curves and Over Hills
Speed Control
Selection for Ongoing Conditions
After Seeing Changes In Path Of Travel
After Seeing Changes in Line of Sight
After Seeing a Speed Limit Sign
Lane Selection
Select the Best Lane
Lane Position Usage While Driving Straight Ahead
Lane Position Usage While Approaching Curves and Hill Crests
Rear Zone Searching and Control
Inside Mirror Usage
Outside Mirror Usage
Over-Shoulder Checks and Convex Mirrors
Evaluate Condition to Rear
Following Time and Space
Closure Rate on Approach
Moving at Same Speed
When Stopped –– See the Tires
Before Moving –– Delay Start 2 Seconds
Communication and Courtesy
Technique
Timing
Commitment
The ABC’s of Risk Management
Step A. Alert switch turned on: See a change to your Line Of Sight
Step B. Before acting: After seeing a LOS-POT change, check your other zones
Step C. Create best control: Get the best speed control, lane position and communication
Use a Practice Commentary to help develop the system into habit.
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Minimum Standards: Driving Behaviors for Risk Prevention
Basic Skills and Behaviors
Getting Ready to Drive
- Approach the vehicle with awareness.
- Check outside and inside the vehicle before opening the door.
- Windows up and doors locked.
- Push butt into seat, then sit up straight.
- If needed: adjust head restraints, seat, mirrors, and steering wheel tilt.
- Make certain all occupants have safety belts on.
- Be able to demonstrate effective meaning and usage of all gauges.
Acceleration
- Put the vehicle into motion smoothly.
- See open space to enter before moving foot from brake to gas.
- On moving turns, accelerate when within 45 degrees of being on target.
Braking
- Place heel of foot on floor aligned with the brake pedal with ball of foot on pedal.
- Use controlled braking efficiently without locking wheels.
- When beginning to apply the brake:
• Check the rear-view mirror.
• Apply the greatest braking force at beginning of braking process. - Bring the vehicle to a smooth stop. (Release slight pressure during last two seconds of braking to ease car pitch.)
- Check the rear zone before, during, and after taking a braking action.
- Demonstrate effective use of maximum ABS braking.
Steering
- Use a balanced hand position on the wheel 9-3 or lower. Knuckles and thumbs on outside of wheel.
- Use the hand-over-hand or the push-pull method effectively.
- Before turning the steering wheel:
• Turn your head in the direction of intended travel.
• Check the mirrors and blind spots.
Securing the Vehicle
- Set parking brake and shift into Park before removing foot from brake.
- Turn accessories and headlights off, check before opening door, lock doors.
Vehicle Judgment to Roadway
Right Side of Vehicle
- Determine within 3-6 inches where on the road the right side of vehicle is positioned.
Left Side of Vehicle
- Determine within 3-6 inches where on the road the left side of vehicle is positioned.
Front of Vehicle
- Determine within 3-6 inches where on the road the front bumper of vehicle is positioned.
Rear of Vehicle
- Determine within 3-6 inches where on the road the rear bumper of vehicle is positioned.
Visualization of Intended Travel Path
Target
- Identify a stationary object in the center of your intended travel path.
Target Area
- Identify the traffic elements at, to the left, and to the right of the target.
- Locate your target area, evaluate its condition, and determine best approach speed and best lane positioning.
Targeting Path
- After evaluating the target area, visualize your targeting path.
- Identify elements that change or can change the intended travel path.
Searching Intended Travel Path
Target Area to Target Area Searching
- Search to the target area to determine condition; re-evaluate immediate path.
- Search for Line-of-Sight and/or Path-of-Travel (LOS-POT) changes that can or do affect your approach to the target area.
- When you arrive at the target area, search for your new target area.
Effective Use of Three Searching Ranges
- Know how to judge space in seconds.
- First search to target area as stated above, then search at least 12 seconds ahead; reevaluate the 4-second immediate path of travel.
- Visualize the space your vehicle will occupy at least 12-15 seconds ahead.
- Reevaluate your immediate 4-second path of travel before entering.
Detect Changes to LOS-POT
- Identify deterioration in the ability to see or maintain a travel path.
- When a zone change affecting your LOS-POT is seen, check other zones for additional information and for an alternate path of travel.
Identify Open or Closed Zones
- Evaluate intended driving path as to an open or closed condition to your line of sight and your path of travel.
Searching Intersections
- When approaching an intersection, look for open left, front, and right zones.
- Before entering an intersection, search the left, front, and right zones to see if they are open.
Searching into Curves and Over Hills
- When the target area is a curve or a hill crest, search through the curve or over the hill crest for the status of your path of travel (Ask yourself if POT is open or closed).
- Before entering a curve or a hill crest, search into or over it to evaluate your path of travel.
Speed Control
Selection for Ongoing Conditions
- Travel speed should be based upon the speed limit, environmental conditions and LOS-POTs.
After Seeing Changes In Path Of Travel
- Avoid using any unnecessary acceleration into a closed zone.
- When you see a red light or stopped traffic, reduce speed to arrive into an open zone.
After Seeing Changes in Line of Sight
- When your ability to see others that may enter your path is reduced, lower speed.
After Seeing a Speed Limit Sign
- Let it serve as a cue to check the speedometer and other vehicle gauges.
Lane Selection
Select the Best Lane
- For legal requirements and for destination.
Lane Position Usage While Driving Straight Ahead
- Select a lane position to give best separation from problems.
Lane Position Usage While Approaching Curves and Hill Crests
- Establish the best position on approach, at apex, and while exiting.
Rear Zone Searching and Control
Inside Mirror Usage
- Search to the rear after seeing a change to your LOS-POT.
- Search to the rear before and after making a turn or a stop.
Outside Mirror Usage
- Check the side before turning the steering wheel in that direction.
Over-Shoulder Checks and Convex Mirrors
- Check after using the side view mirror and before turning the steering wheel.
- Check before changing lateral positioning.
Evaluate Condition to Rear
- Determine if the rear is open, closed, or unstable.
- When a tailgater is present, determine which type.
Following Time and Space
Closure Rate on Approach
- Approach vehicle in front gradually. Avoid a fast closure rate.
Moving at Same Speed
- When following another vehicle, keep at least four seconds of space.
When Stopped –– See the Tires
- When stopped in back of a vehicle, be able to see its rear tires touching the pavement.
Before Moving –– Delay Start 2 Seconds
- After the vehicle is front begins to move, delay your movement for two seconds.
Communication and Courtesy
Technique
- Signal light on before turning or moving to another lateral position.
- Headlights on at all times.
- Use horn in a timely manner to make others aware of your presence.
- Tap brake lights to warn rear traffic of a slowdown or stop in the traffic flow.
- Use vehicle’s speed and position to effectively send a message.
- Hand signals used effectively and courteously.
Timing
- Put signal light on at least 5 seconds before turning or lane changing.
- Give communications time to be sent, received, and acted upon.
- Communicate early so that your safe path-of-travel is not dependent upon it.
Commitment
- Make sure your messages are acknowledged by others.
The ABC’s of Risk Management
Step A. Alert switch turned on: See a change to your Line Of Sight
- Look for what may no longer make your intended path-of-travel available or safe.
Step B. Before acting: After seeing a LOS-POT change, check your other zones
- Look for related information.
- Look for alternate path of travel.
- Get all information before acting.
Step C. Create best control: Get the best speed control, lane position and communication
Use a Practice Commentary to help develop the system into habit.
- Start with an okay speed and position for conditions.
- Look for one LOS-POT zone change.
- Say and use the ABC steps to gain best zone control.
- Repeat the process for 10-20 minutes at time until formed into habit.
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Special Accommodations
Home Schooled Student
Home schooled students follow the same enrollment procedures as stated above. Inform the classroom instructor during the enrollment period when special needs are to be considered.
Foreign Exchange Students
It has become increasingly difficult for exchange students to take driver education classes. When a foreign exchange student requests enrollment in our driver education program, the following requirements apply.
IEPs
If the student has an IEP or any other type of learning disability it may be beneficial to share that with us so that we can address and accommodate for that. All information shared with us is strictly confidential.
Special Needs
If a student has a learning problem, physical handicap, health issues, or other concerns that might affect his/her progress, this information should be communicated to the teacher immediately. Health/Medical forms are provided at the time of enrollment to note specific situation to inform the instructor. Parents should contact the instructor early in the course to note special situations.
Students with Disabilities
Students with disabilities should choose a school with instructors and equipment designed for their specific needs. For instance, vehicles should include hand controls, an adjustable steering column, and other aids for disabled drivers. Street Wise is not equipped to provide this service.
Transfer Students within New Hampshire
A transfer student coming to our program from another program within the State of New Hampshire must pay the full enrollment fee.
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Home schooled students follow the same enrollment procedures as stated above. Inform the classroom instructor during the enrollment period when special needs are to be considered.
Foreign Exchange Students
It has become increasingly difficult for exchange students to take driver education classes. When a foreign exchange student requests enrollment in our driver education program, the following requirements apply.
- The foreign exchange student’s Visa must allow the student to drive in the United States (written proof required).
- The sponsoring program’s rules and regulations must allow the exchange student to drive in the United Sates (written proof required).
- The host family will need to show automobile insurance that will provide coverage for the exchange student (written proof required).
- The host family will need to agree to provide sufficient driving experience for the exchange student to successfully complete the drive education course (written proof required).
- The enrollment of a foreign exchange student should not displace another student who would have turned 16 years of age during that specific driver education class.
IEPs
If the student has an IEP or any other type of learning disability it may be beneficial to share that with us so that we can address and accommodate for that. All information shared with us is strictly confidential.
Special Needs
If a student has a learning problem, physical handicap, health issues, or other concerns that might affect his/her progress, this information should be communicated to the teacher immediately. Health/Medical forms are provided at the time of enrollment to note specific situation to inform the instructor. Parents should contact the instructor early in the course to note special situations.
Students with Disabilities
Students with disabilities should choose a school with instructors and equipment designed for their specific needs. For instance, vehicles should include hand controls, an adjustable steering column, and other aids for disabled drivers. Street Wise is not equipped to provide this service.
Transfer Students within New Hampshire
A transfer student coming to our program from another program within the State of New Hampshire must pay the full enrollment fee.
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Testimonials
Assistant Principal Letter
This letter is in support of Earl Russell and Street Wise Driving Academy. Earl has been providing our Driver Education courses through Mr. Ross’s Driving school this year and has done an excellent job.
Earl is now forming his own driving academy to provide Driver Education exclusively for John Stark High School. I am thrilled to have Earl continue teaching at JSRHS and to be able to deal with him directly. In the eight months I have been working with Earl he has been extremely respectful, very friendly, and more then flexible in settling in to a new school.
Brian Emery, Assistant Principal JSRHS
Recent Parent Letter
I was looking for driver’s education course for my daughter whose has hemiparesis and had the luck to come across Earl Russell. I cannot express what an extremely positive experience I had as compared with the last school I dealt with. Mr. Russell was very helpful and very polite in his service and assistance. He was very patient and well-informed in answering all my questions. He volunteered to take my daughter out (on his one and only day off no less) to assess her driving ability.
I am extremely impressed with the extra effort Mr. Russell took with my daughter. He is professional, knowledgeable, friendly and an overall fantastic instructor and person. Mr. Russell is a credit to driver’s education and should be signaled out for his way with students and his easy going but firm teaching style and exceptional knowledge of on the road driving tactics.
Former Student Letter
I came in this class expecting to chalk up the necessary hours and just get it over with so that I could fulfill my requirements and move on. The class and the instructor were most unexpected and honestly very refreshing. It has definitely been a very interesting, and a positive educational experience.
Mr. Russell has an animated style of teaching. He is very meticulous and ties the material covered in earlier lessons into the current lesson. Not one who simply repeats stuff from the book, He encourages discussion and active participation from the students. He would share his own past driving experiences and would bring in newspaper reports of accidents so that we may talk about what had happened and what could have been done to avoid it. He is engaging and makes the class time go by quickly. Mr. Russell is passionate about his work and seems determined that we have risk reduction behavior rooted in our minds. I am impressed with his teaching ethic and dedication - it is rare to see someone with such a positive attitude.
My classmates are from JSRHS, and are free to ask questions and speak their minds and share their own experiences and observations. This has contributed to the fun and relaxing atmosphere of the class.
The class size is small, there were 12 of us. A perfect number if you ask me. We all got a chance to know one another as we signed up for our behind the wheel lessons. It had a cozy feeling. Besides, the teacher-student ratio was great.
Honestly, I didn't expect to be given homework assignments, class work, projects or even essays to write - I believe this is the only driving school that I know of in central NH that does so. It has been a slight effort to have to complete all the assignments and the daily test that we have to take are a challenge especially for someone who takes all my course work seriously. It felt like a real class.
I would definitely recommend this class to anyone who is interested in getting a firm foundation and education about risk reduction behavior that will save thousands of dollars over your lifetime.
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This letter is in support of Earl Russell and Street Wise Driving Academy. Earl has been providing our Driver Education courses through Mr. Ross’s Driving school this year and has done an excellent job.
Earl is now forming his own driving academy to provide Driver Education exclusively for John Stark High School. I am thrilled to have Earl continue teaching at JSRHS and to be able to deal with him directly. In the eight months I have been working with Earl he has been extremely respectful, very friendly, and more then flexible in settling in to a new school.
Brian Emery, Assistant Principal JSRHS
Recent Parent Letter
I was looking for driver’s education course for my daughter whose has hemiparesis and had the luck to come across Earl Russell. I cannot express what an extremely positive experience I had as compared with the last school I dealt with. Mr. Russell was very helpful and very polite in his service and assistance. He was very patient and well-informed in answering all my questions. He volunteered to take my daughter out (on his one and only day off no less) to assess her driving ability.
I am extremely impressed with the extra effort Mr. Russell took with my daughter. He is professional, knowledgeable, friendly and an overall fantastic instructor and person. Mr. Russell is a credit to driver’s education and should be signaled out for his way with students and his easy going but firm teaching style and exceptional knowledge of on the road driving tactics.
Former Student Letter
I came in this class expecting to chalk up the necessary hours and just get it over with so that I could fulfill my requirements and move on. The class and the instructor were most unexpected and honestly very refreshing. It has definitely been a very interesting, and a positive educational experience.
Mr. Russell has an animated style of teaching. He is very meticulous and ties the material covered in earlier lessons into the current lesson. Not one who simply repeats stuff from the book, He encourages discussion and active participation from the students. He would share his own past driving experiences and would bring in newspaper reports of accidents so that we may talk about what had happened and what could have been done to avoid it. He is engaging and makes the class time go by quickly. Mr. Russell is passionate about his work and seems determined that we have risk reduction behavior rooted in our minds. I am impressed with his teaching ethic and dedication - it is rare to see someone with such a positive attitude.
My classmates are from JSRHS, and are free to ask questions and speak their minds and share their own experiences and observations. This has contributed to the fun and relaxing atmosphere of the class.
The class size is small, there were 12 of us. A perfect number if you ask me. We all got a chance to know one another as we signed up for our behind the wheel lessons. It had a cozy feeling. Besides, the teacher-student ratio was great.
Honestly, I didn't expect to be given homework assignments, class work, projects or even essays to write - I believe this is the only driving school that I know of in central NH that does so. It has been a slight effort to have to complete all the assignments and the daily test that we have to take are a challenge especially for someone who takes all my course work seriously. It felt like a real class.
I would definitely recommend this class to anyone who is interested in getting a firm foundation and education about risk reduction behavior that will save thousands of dollars over your lifetime.
Jump to: Choosing A Driving School // Code of Ethics // Curriculum // Special Accommodations // SWDA Handbook
Back to: Overview // FAQ