SD33 - School Law as a Requirement for Teachers and State Approved Substance Abuse Education Program

  • Published: 1991
  • Author: Task Force
  • Enabling Authority: Senate Joint Resolution 80 (Regular Session, 1990)

Executive Summary:
During the 1990 session of the Virginia General Assembly, resolutions were approved relating to the inclusion of instruction in teacher preparation programs for teachers in the areas of substance abuse and school law education. Senate Joint Resolution No. 80 resolved that the Board of Education, in consultation with the State Council of Higher Education, amend its regulations to require completion of a state-approved substance abuse education program for applicants seeking an initial teaching certificate. House Joint Resolution No. 200 requested that the Board of Education study the efficiency and appropriateness of including the study of school law in the requirements for certification of teachers in the Commonwealth. After communication with staff from the Virginia State Crime Commission, the patrons of the two resolutions granted approval to the Department of Education task force to investigate both resolutions as a single study.

A task force, composed of 21 representatives from the Department of Education, State Council of Higher Education, Virginia Crime Commission, institutions of higher education, and local education agencies, was formed to study the issues and to develop recommendations for accomplishing the intent of resolutions 80 and 200. From the beginning of the task force's work, it was agreed that additional professional course requirements for teachers would violate the regulation required for restructuring teacher education programs. These programs were restructured with the stipulation that graduates meet institutional requirements for degrees in the arts and sciences; that programs be limited to 18 hours of professional studies coursework; and that a continuum of field experiences begin early in a student's study and complement the professional studies coursework. As such, it was agreed that the intent of the resolutions would be accomplished through other means.

The task force examined the current status and implications of the resolutions at both the higher education and local school division levels. Four major factors caused the task force to reject specific course requirements as requested in the resolutions. They were:

1. In 1989 the Board of Education, in conjunction with the State Council of Higher Education, approved restructured teacher education programs at 37 institutions of higher education in Virginia. Guidelines for restructuring limited to 18 hours the number of professional studies courses that may be included in the four-year teacher preparation programs. This was done to allow prospective teachers the opportunity to take the greatest number of courses feasible in the arts and sciences. The addition of coursework in school law and substance abuse awareness would reverse the Board's direction in this regard.

2. About fifty-six percent of Virginia's teachers come from out-of-state or do not graduate from approved programs within the state. This fact raises concern about the knowledge these teachers have in the areas of school law and substance abuse as they enter Virginia classrooms.

3. Substance abuse education is an integral part of the K-12 comprehensive health education curriculum. Several mandates and programs involve teachers and students in becoming knowledgeable in drug education and school law issues.

4. It is through the in-service program of teachers at the local level that the greatest impact would be felt in training teachers in substance abuse, school law education, or other contemporary social issues and their legal ramifications. This is especially true when the program is well-planned, specific in content objectives, filled with demonstrated strategies for use back in the classroom, offered on a volunteer basis, and provided at a time when teachers are not confronted with the daily challenges of their classroom responsibilities.

The individualized recertification point system, which became effective July 1, 1990, provides an excellent avenue for accomplishing the teacher training objectives of the resolutions. The newly implemented process permits topics such as those outlined in the resolutions to be addressed within a flexible format and through various avenues such as conferences, institutes, academies, workshops, and delivered on-site or via television, interactive video, and the electronic classroom.

The task force studying resolutions 80 and 200 recommends the following strategies for accomplishing the objectives of the resolutions:

1. That competencies appropriate for beginning teachers be developed in the areas of substance abuse and school law education for use by teacher training institutions. Further, that during the visitation cycle to study approved programs, special attention be given to the degree to which the competencies are being incorporated into the pre-training curriculum and the assessment of student knowledge relative to the competencies.

2. That the full potential of the elementary health curriculum be realized in the public schools by providing scheduled time during the school day for instruction in health education as mandated in the Code and supported in the comprehensive K-12 health curriculum.

3. That the Department of Education, Council of Higher Education, Virginia Crime Commission, and others develop a plan to introduce a series of academies for elementary teachers during the summer at selected community colleges to address the issues raised in the resolutions. These academies would address content as well as appropriate instructional strategies for achieving selected student outcomes. Teachers would be allowed to receive recertification points toward the renewal of their teaching certificate as a result of participation in the academies.

4. That the period between December, 1990 and December 1991 be used by the Department of Education, Council of Higher Education, Virginia Crime Commission and others, to design an implementation plan to develop the academies for start up the summer of 1991. The plan would contain specific measurable objectives, strategies for local school implementation, topics to be addressed (including those raised in the resolutions) , individuals to be involved, timelines, participant selection procedures, and a budget.