Discussion of Goal 1.00
Produce innovative curricula and learning environments that meet the career needs of judges, court personnel, constables and deputies.

Objectives:

1.01 Today's judges and court personnel often encounter new issues, evidentiary objections, or diverse constituencies that must be addressed within the framework of often changing procedures, rules and methods. The challenge lies in applying correctly what is known (a rule of evidence, for example) to something never before encountered (such as a videotape of relevant events, statements, or other evidence). Court clerks and constables need to be made aware of their "first point of contact" role in the court.

The constantly changing nature of the law, due to legislative acts, rulings of higher courts, and administrative decisions, demands flexibility and creativity in the classroom. Continuing education should provide the knowledge and skills to confront "something new" successfully and credibly so that judges and court personnel are viewed as relevant institutions. Judicial education should be grounded on a fundamental understanding of: 1) the historical significance of the system of courts; 2) the importance of ethical judging in conformity with the Code of Judicial Conduct; and, 3) the need for fairness and responsiveness in applying the laws of the State. Modern courts have their historical origins in the Magna Carta and in hundreds of years of common law developed in England and imported to America. The curriculum will be directed toward making the historical connection in a way that portrays the law as a living, changing process.

1.02 It is essential for a judge to have a realistic picture of the community he or she serves, in terms of such factors as race, ethnicity, age, gender, disability, and economics, even though a judge may never see a case involving these variables as substantive issues. While none of these factors affect either the legal issues or the way the judge will ultimately rule they may provide a clearer understanding of the origins of the dispute and a way to achieve an equitable resolution. Although judges may rarely be as wise as Solomon, they can be prepared and educated in how, and to what extent, to utilize wisdom, understanding and compassion, while applying correctly "the law of the case", for the parties who come to their courts. Of equal importance is the need for a judge to behave and perform professionally in a way that fosters a sense of trust in the courts. Judges need to be perceived as fair and equitable in their decision-making, and they must act in accordance with the Code of Judicial Conduct.

1.03 The quality of adult continuing education is dependent, in part, upon the timeliness and practical usefulness of the information. This mechanism will have two segments: evaluation forms for course and faculty rating; and focus groups composed of attending clientele, randomly selected to participate. The Training Center will plan curriculum and structure its training to meet the needs and demands of those it serves. An on-going assessment effort, using focus groups and course evaluations, will guide the decision-making process. See § 2.01