www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Driver Task Analysis
- Template 2018
- Section TMPL
- 3 Credits
- 10/01/2018 to 07/29/2100
- Modified 08/15/2023
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
This course provides an overview of the history and philosophy of designing and maintaining a safe and successful driver education program. The curriculum is focused on developing a strong foundation of the administrative, organizational, legal, financial and procedural aspects of driver education. Candidates will be introduced to the key elements needed to develop, maintain, and evaluate an existing driver education program, as well as developing a new program.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of the administration of a safe and successful Driver Education program for students.
SERVING THE COMMUNITY
Candidates will increase personal knowledge of the legal aspects and foundations of Driver Education to produce safe drivers for the community..
FINDING OUR PROFESSIONAL SELVES
Candidates will serve as role models by improving personal knowledge and instructional skills related to facilitating the safe and correct techniques for operating a motor vehicle.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Candidates will examine the historical perspectives of the development of Driver Education
- NTDETAS: 3.2.1b, 3.2.2, 3.5, C1.0, C1.4; ITASC 4
- Candidates will critique the best instructional practices for teaching Driver Education
- NTDETAS: 2.1, 3.2, 3.5, C1.2, C1.4 ITASC 4,7,9
- Candidates will evaluate and demonstrate knowledge of Illinois State driving laws and the Graduated Licensing Program
- NTDETAS: 3.2, 3.5, 4.0, 5.0, C1.0, C2.0-C11.0; ITASC 3,4,9
- Candidates will examine defensive and safe driving principles and driver education values as well as integrate state/national educational standards regarding Driver Education
- NTDETAS: 3.2.1, 3.5, 4.0, 5.0, C2.0-C11.0 ITASC 3,7,8
- Candidates will demonstrate knowledge of Chapter 252.0 Administrative Rules of the Illinois State Board of Education and Chapter 106.0 Administrative Rules of the Illinois Secretary of State, and the content knowledge of the Driver Education course standards and the curricula as related to teaching a successful Driver Education Program
- NTDETAS: 3.2.1, 3.2, 3.5, 4.0, 5.0, C2.0-C11.0; ITASC 22.214.171.124
- Candidates will describe the role of the Illinois Secretary of State and Illinois State Board of Education in terms of approval and funding Driver Education
- NTDETAS: 3.2.1, 3.5, 4.0, 5.0; ITASC 126.96.36.199.
- Candidates will design and evaluate program, staffing requirements, and financial aspects of administering the Four Phases of Driver Education.
- NTDETAS: 3.2.1, 3.2.2, 3.5, 4.0, 5.0; ITASC 4,5,7
Content and Text Related Discussions
Candidates will be assigned discussion topics to complete each week/module. The discussion assignments relate to readings and topics pertaining to the design and maintenance of a driver education program.
- Course Outcomes: 1-7
- Standards: NTDETAS
Construction of Bulletin Board Plan for Traffic Safety
Candidates will prepare a plan for a bulletin board utilizing vehicle statistics.
- Course Outcomes: 1,3
- Standards: NTDETAS: 3.2, 3.5, 4.0, 5.0, C 1.0, C2.0-C 11.0
Identification of Historical Event in Traffic Safety
Candidates will explain the historical perspective of the development of Driver Education and provide an overview of the future of this program.
- Outcomes: 1, 3, 5
- Standards: 3.1.2, 3.2.1b, c, C 1.2
Driver Education Instructor Law
Candidates will analyze and evaluate the various sections of the Illinois Driver Education Act.
- Course Outcomes: 5, 7, 8, 9
- Standards: NTDETAS: 1.0, 2.0, 3.0, 4.0
Construction of Program Budget Proposal
Candidates will create a working budget for a public-school driver education program.
- Course Outcomes: 10
- Standards: NTDETAS: 1.1.2, 2.0, 3.0
Delivery of Driver Education
Candidates will create a curriculum plan for a Driver Education Curriculum that appropriately meets national/state standards and expectations
- Course Outcomes: 2, 4, 6, 7, 10,
- Standards: NTDETAS: 3.0, 4.0
Student Checklist Sheet
Candidates will create a Behind the Wheel classroom lesson that includes an effective and appropriate guided practice.
- Course Outcomes: 4, 6,
- Standards: NTDETAS: 3.0, C 2.0, C3.0
Mapping Student Practice Sites for Turns and Parking
Candidates will create a Behind the Wheel classroom lesson for turnabout maneuvers.
- Course Outcomes: 2,4,6,7
- Standards: NTDETAS: C 5.0
Candidates will create an effective multimedia presentation on the use of the IPDE system of risk management using photos of areas relevant to a local location from an online map application.
- Course Outcomes: 2, 4, 6
- Standards: NTDETAS: 3.2, C 6.0, C 7.0
Analysis of a Local Intersection
Candidates will identify a local intersection, analyze potential hazards and provide strategies for reduction of risk management.
- Course Outcomes:2, 6,
- Standards: NTDETAS: C 1.2, C 4.0,
Developing an Engaging Student Assignment: Driver Responsibilities
Candidates will create a classroom assignment that supports the education of being a consumer.
- Course Outcomes: 2,4,6
- Standards: NTDETAS: 3.2, C 12.0
Course Evaluation and Weighting of Assignments:
The following point values will be used and equated to a final grade. Scoring rubrics for discussions, assignments, and the final project will be provided in the Course Resources Module.
Students should use the MyUSF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the MyUSF portal.
- A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
- Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
- Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.
Academic Support Services
The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:
- 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). NOTE: Responses to Canvas’ email based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
- Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at techsupport.stfrancis.edu
- You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.
For any technical support issues that are not related to Canvas, you can also contact the USF Technology Support Center (TSC). You can reach them via: