Constitution of the National Education Association of the United States

NEA Handbook 2006–2007

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Library of Congress Catalog Card No. 45-8313 Contents

Foreword ...... 5 NEA Vision, Mission and Values ...... 7 Statement by NEA President Reg Weaver ...... 9 Statement by NEA Executive Director John Wilson ...... 11 NEA Structure ...... 13 NEA Governance ...... 15 NEA Committees ...... 33 History and Development of the NEA-ATA Relationship ...... 39 NEA Strategic Plan for 2006–2008 ...... 41 NEA Program and Administration ...... 43 Other Organizations ...... 75 NEA State Affiliates ...... 81 Nongovernance Affiliates ...... 99 Membership ...... 101 NEA Policy Documents Charter ...... 109 Constitution ...... 115 Bylaws ...... 129 Standing Rules ...... 159 List of Resolutions ...... 181 Resolutions Adopted by the 2006 Representative Assembly ...... 189 Legislative Program for the 110th Congress ...... 313 List of New Business Items ...... 347 New Business Adopted by the 2006 Representative Assembly . . . . . 349 Representative Assembly Referrals ...... 357 New Business—Continuing Responsibility ...... 359 Affirmative Action Policy for Ethnic Minorities and Women ...... 363 Policy Statement Regarding Privatization and Subcontracting Programs . 366 Policy Statement Regarding Charter Schools ...... 370 Policy Statement Regarding Distance Education ...... 376 Policy Statement Regarding Kindergarten and Pre-Kindergarten . . . . 383 Educational Excellence: Nine Principles ...... 389

Foreword

The NEA Handbook is published for use by Association leaders, national and state staff, members, and other interested persons in the field of education. The Association’s key governance documents—including the Constitution, Bylaws, and Rules, and the Legislative Program, resolutions, policy statements, and new business adopted for the current program year—are included in this volume. The handbook also provides general information on governance, program units and staff, strategic plan, membership, and recognized NEA caucuses. Online editions of the handbook appear on the Association’s web site at www.nea. org/handbook and through access to Connect, NEA’s Intranet site, at connect.nea.org/ policydocs/handbook.html. Questions and other comments related to the NEA Handbook may be emailed to [email protected]. Handbook Editor NEA Executive Office 1201 Sixteenth Street, NW Washington, DC 20036

The National Education Association Vision, Mission and Values Adopted at the 2006 NEA Representative Assembly The National Education Association We, the members of the National Education Association of the United States, are the voice of education professionals. Our work is fundamental to the nation, and we accept the profound trust placed in us. Our Vision Our vision is a great public school for every student. Our Mission Our mission is to advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world. Our Core Values These principles guide our work and define our mission: Equal Opportunity. We believe public education is the gateway to opportunity. All students have the human and civil right to a quality public education that develops their potential, independence, and character. A Just Society. We believe public education is vital to building respect for the worth, dignity, and equality of every individual in our diverse society. Democracy. We believe public education is the cornerstone of our republic. Public education provides individuals with the skills to be involved, informed, and engaged in our representative democracy. Professionalism. We believe that the expertise and judgment of education professionals are critical to student success. We maintain the highest professional standards, and we expect the status, compensation, and respect due all professionals. Partnership. We believe partnerships with parents, families, communities, and other stakeholders are essential to quality public education and student success. Collective Action. We believe individuals are strengthened when they work together for the common good. As education professionals, we improve both our professional status and the quality of public education when we unite and advocate collectively.

NEA’s Inspiration and Motivation

It starts with a child in a classroom. Nature gave the child an inquisitive mind and an insatiable appetite for learning. The child’s family provided shelter and nourishment, as well as love and encouragement. The child enters the classroom and finds a safe and stimulating environment. Textbooks are new and up to date. There are computers for research, art supplies for special projects, and laboratory materials for science experiments. Most important of all, there’s a qualified and caring teacher who has time to give every child the individual attention that he or she deserves. That’s how it is supposed to be in a classroom—and for most of the 49 million children in our nation’s public schools, that’s how it is. But most is not good enough. The vision of the National Education Association is that every child has a basic right to a great public school. And we won’t rest until this vision becomes reality. This vision is the impetus for everything we do. It is reflected in the mission statement and core values that were adopted by our Representative Assembly in 2006 and in the daily actions of 3.2 million NEA members. When we sound the alarm about the misguided obsession with one-size-fits-all tests, it isn’t only to relieve teachers from burdensome paperwork, but to let them get back to the kind of teaching that engages and inspires students. When we call for smaller classes, it isn’t to lighten our workload, but to give each child more of our time and attention. When we advocate for pre-K programs and tutors and other investments in education, it isn’t to make our jobs easier. We do it all for that child in the classroom. The world has changed tremendously since I started teaching science some 40 years ago. Many cell phones today are more powerful than the first large computers. Schools must keep up with the changing world, and the NEA is doing its part.

We have more resources than ever to help teachers and administrators—including toolkits, information on our website and webcasts. We have recognized and responded to changes in the political environment. We can no longer take it for granted that all elected officials support public education. We have recognized the achievement gaps that reflect divisions in our society, and we are leading the effort to bridge those gaps. We have redoubled our efforts to work together with parents, students and members of the community to strengthen and improve our public schools. NEA has adapted to a changing world – our vision, mission, and core values reflect this change. We still believe that great public schools are a basic right for every child. We still represent the system of public education that has built the greatest society in the history of the world. We know that education is vital in ensuring that our nation remains committed to justice, democracy and mutual respect for our fellow citizens. And, yes, we still know that public education opens the door of opportunity—and we are committed to keeping that door open. These are the principles that guide us every day, and help us keep our bearings in a fast-moving world. NEA exists to provide a quality education to all children and to serve the needs of its members. The two go hand-in-hand. We enhance the professionalism of education employees by providing them with opportunities to develop their skills and improve their teaching techniques, and we advocate for the kind of compensation and working conditions that they deserve as professionals. Our inspiration and our motivation remain the same. It all starts with a child in the classroom.

Reg Weaver, president

10 The Foundation for Success

The National Education Association is proud of our leadership in helping to make public schools great for every child. We share America’s desire for its public schools to succeed, and we readily acknowledge our vital role in this endeavor. While we are making strides toward this goal, we know that we have much work ahead of us to fulfill this mission. Our Strategic Plan and Budget reflects our commitment to help every child succeed. The Association’s Strategic Goals (on page 41) provide a powerful underpinning for the Strategic Plan and Budget as NEA works to close the achievement gaps, reach out to ethnic minority communities, improve our members’ salaries, and provide strategic support on tax and economic policies and school funding. The Strategic Plan and Budget also advances NEA’s work to recruit, retain, and engage members as well as build our grassroots capacity. Through this strategic planning and budgeting process, NEA has taken aggressive steps to create more effective and efficient ways of operating, while at the same time preserving and enhancing the quality of the products and services it delivers. While the Strategic Goals are designed to address key challenges, the Operational Service Areas address regular, ongoing programs and services that define the organization’s core functions, such as providing affiliates relevant and meaningful programs and services; advocating for the economic, legal, political, professional and social interests of members; communicating with leaders, staff, and the general public; governance activities and leadership development; and the Association’s business operations. This venture is a marked departure from previous years. Specifically, the Association’s Vision, Mission, and Core Values along with the Strategic Goals have formed the foundation upon which everything else is built so that all plans going forward are in alignment and based on a clear purpose.

11 Governance and staff leadership along with key stakeholders of the organization have actively engaged in self-examination for the purpose of building a more focused and stronger NEA that will serve our members, our affiliates, and our key customers— the nation’s public school students—in the best way possible. The Association’s current strategic planning process integrates planning, budgeting, and continuous quality improvement. This helps to ensure that the budget allocations will be based on sound and well thought-out plans. The Strategic Plan and Budget has also been crafted, communicated, and implemented through a highly participative process. A team of leadership and staff have worked together to identify what the role of the Association should be as we protect public education and education employees in these uncertain times. The goal of the planning process was to establish a clear direction for the Association as communicated by an action-oriented two-year strategic budget. The Association’s budget is its most important planning document; augmenting it with a companion workplan provides a framework for achieving long-range goals by setting measurable objectives. A key success factor in developing and implementing any strategic plan is the ability to quickly assess when adjustments are needed. With that in mind, NEA developed indicators to regularly track and chart progress in meeting the Association’s goals. There are, and will continue to be, significant returns on investments made by NEA. Our products and services impact the daily lives of millions of students and education employees. The goals we have set for the future will enhance opportunities for children and public education within an ever-changing political, social, and economic environment. We have embarked on an ambitious goal to ensure that no students are denied their basic right to a quality public education. We are now positioned as an organization to capitalize on opportunities, address challenges, and provide the leadership to make this vision a reality!

John I. Wilson, executive director

12 . * Y ADVISOR s Issues ANDING COMMITTEES ST omen’ • W • Ethnic Minority Affairs • Membership • Student Members • NEA-Retired Advisory Council • Committee on Sexual Orientation/ Gender Identification *The NEA-Retired Advisory Council is an elective rather than appointive body TES A EXECUTIVE DIRECTOR Y e s TION OF THE UNITED ST reasurer TIVE ASSEMBL A including TEGIC PRIORITY 9 member 172 members 9,000 delegates ice President 3 Executive Officers ANDING COMMITTEES STRA • President • V • Secretary-T BOARD OF DIRECTORS EXECUTIVE COMMITTEE NEA Structur ST REPRESENT • Employee Advocacy • Human/Civil Rights • Legislation • MembershipServices/Affiliate Relationships • Professional Standards and Practice TION ASSOCIA Chartered by Congress—1906 s TIONAL EDUCA NA 9 member Y REVIEW BOARD Note: This chart does not include ad hoc internal committees of the Board Directors and Executive Committee. TIVE ASSEMBL TA ANDING COMMITTEES OF • Constitution, Bylaws, and Rules • Program and Budget • Resolutions • Credentials • Elections ST THE REPRESEN

NEA Governance

Representative Assembly Washington, D.C., and travel extensively The Representative Assembly is the for the Association. primary legislative and policymaking The president is the chief executive body of the Association. It derives its pow- officer and official spokesperson of the ers from and is responsible to the member- Association. The president presides at ship. The Representative Assembly adopts meetings of the Representative Assem- the strategic plan and budget, resolutions, bly, Board of Directors, and Executive the Legislative Program, and other poli- Committee and performs other duties as cies of the Association. Delegates vote by defined in the Constitution and Bylaws. secret ballot on proposed amendments to The vice president acts for the president the Constitution and Bylaws. Those del- when the president is unable to perform egates with full voting rights elect the the duties of the office. The vice president executive officers, Executive Committee serves on the Committee on Program and members, and at-large members of the Budget and performs such other duties NEA Board of Directors as appropriate. as are stipulated in the Constitution and The Representative Assembly consists Bylaws or assigned by the president. of some 9,000 delegates representing lo- The secretary-treasurer receives all cal and state affiliates, Student members, funds and is responsible for their safe- Retired members, and other segments of keeping and accounting. The secretary- the united education profession. Further treasurer serves as chairperson of the information on the Representative Assem Committee on Program and Budget and bly is contained in Article III of the performs such other duties as are stipu- Constitution and in Bylaw 3. lated in the Constitution and Bylaws or assigned by the president. Information Executive Officers on the qualifications, election, terms, The executive officers of the and powers and duties of the executive Association are the president, vice presi- officers is contained in Article IV of the dent, and secretary-treasurer. They are Constitution and Bylaw 4. elected by the Representative Assembly and are subject to the policies established reg weaver, president by the Representative Assembly, Board (202-822-7944) of Directors, and Executive Committee. dennis van roekel, vice president They derive their authority from Article (202-822-7499) IV of the Constitution and Bylaw 4. They lily eskelsen, secretary-treasurer have offices at NEA Headquarters in (202-822-7479)

15 Governance

Board of Directors and Articles V and VI of the Constitution and Executive Committee in Bylaws 5 and 6. The Board of Directors and Executive Committee are responsible for the gen- Board of Directors eral policies and interests of the Associa- tion. The Board and Executive Commit- Alabama tee are subject to policies established by judy w. bell, counselor (K-6), Kitty the Representative Assembly and derive Stone Elementary; 2006-2009 their authority from the Constitution and anita gibson, classroom teacher (elem.), Bylaws. ELL/At-Risk K-8, DeKalb County The Board of Directors consists of School System; 2001-2009 at least one director from each associa- sara s. horton, education support tion affiliated with NEA as a state affili- professional, Transportation, Mobile ate plus an additional director for every County Public Schools; 2002-2008 20,000 NEA Active members in the state, jo ann spraggins, classroom teacher six directors for the Retired members of (elem.), K-3 Special Education, the Association, and three directors for Vestavia Hills Elementary West; the Student members of the Association. 2004-2007 Partial The Board may also include at-large representatives of ethnic minorities, ad- Alaska ministrators, classroom teachers in higher kathleen l. wight-murphy, classroom education, and Active members employed teacher (sec.), special education, in educational support positions. The Grades 6-8, Colony Middle School; Board meets four times a year, plus one 2004-2007 meeting in conjunction with the Annual Meeting. The Executive Committee consists of nine members—the three executive officers and six members elected at large by delegates to the Representative Assembly. The executive officers and other members of the Executive Committee are ex officio members of the Board of Directors. The Executive Committee meets approximately seven times a year. Detailed information on the composition, election, terms, meetings, and powers and duties of the Board of Directors and Executive Committee is contained in

16 Governance

Arizona errol j. campbell, classroom teacher annie k. crego, classroom teacher (sec.), Marketing, Grades 11-12, (elem.), Grades 5-6, South Beaver Fremont High School; 2004-2010 Magnet School; 2005-2008 tamara l. conry, classroom teacher janie hydrick, classroom teacher on as- (sec.), Math, Grades 7-8, Paradise signment (K-12), Mesa Public Schools Intermediate School; 2003-2008 Career Ladder; 2006-2009 guy v. de rosa, teacher on special assignment, Staff Developer, Language Arkansas Arts, El Monte City School District; cathy koehler, classroom teacher 2004-2010 (elem.), Library Media Specialist, margie granado, classroom teacher Baseline Elementary; 2006-2009 (elem.), K/1, Montebello Teachers Association; 2006-2009 California bruce a. lee, classroom teacher (sec.), janice l. auld, classroom teacher Technology, Grades 6-8, Thomas Starr (elem.), Kindergarten, Harmon King Middle School; 2005-2008 Johnson Elementary School; carol mathews, classroom teacher 2002-2008 (sec.), Drama 9-12/English 9, Mira carole c. bailey, classroom teacher Costa High School; 2006-2010 (elem.), Counselor/Project Teacher, james m. rogers, classroom teacher Colonel Mitchell Page Middle School; (sec.), Social Studies, Grade 8, 2005-2008 Imperial Middle School; 2006-2009 darla l. bramlette, classroom teacher (elem.), Kindergarten, Amy B. Seibert School, 2006-2009

17 Governance virginiaann g. shadwick, classroom Colorado teacher (higher ed.), Librarian, barbara clementi, classroom teacher San Francisco State University; (sec.), Language Arts, Heaton Middle 2003-2009 School; 2003-2009 marc r. sternberger, education sup- brenna a. isaacs, classroom teacher port professional, Speech/Language (elem.), Grade 5, Aurora-Littleton Pathologist, Psychological Services; UniServ; 2005-2008 2005-2008 patty blume taylor, counselor (elem.), Connecticut Local President, San Bernardino rae m. baczek, classroom teacher (sec.), Teachers Assoc.; 2003-2009 Math, Grades 9-12, Greenwich High kc walsh, classroom teacher, Local School; 2003-2009 President, Oak Grove Educators maureen a. honan, classroom teacher Assoc.; 2006-2010 (elem.), Special Education Resource, patricia e. whyte, classroom teacher Pomperang High School; 2005-2008 (sec.), Spanish, Grades 9-12, Vallejo High School; 2003-2009 Delaware charlie young, classroom teacher sarah e. ross, classroom teacher (sec.), U.S. Government, Grade 12, (elem.), Rehoboth Elementary School; Modesto High School; 2006-2009 2001-2007

District of Columbia leslie richards, classroom teacher (higher ed.), Sociology, Univ. of DC, Washington, DC; 2004-2007

18 Governance

Federal Education Association shirley l. white, classroom teacher trudy h. pollard, classroom teacher (elem.), Grade 1, North Lafayette (sec.), Social Studies, Lakenheath Elementary; 2004-2007 Middle School, United Kingdom; 2004-2007 Hawaii jan turner, classroom teacher (elem.), Florida Grade 4, Solomon Elementary; ruby george, classroom teacher, Duval 2006-2009 Teachers United; 2003-2009 robert c. ham, classroom teacher Idaho (sec.), Social Studies, Grades 9-12, terri m. sanders, classroom teacher Geography, Local President, Marion (elem), Special Education, Grades 3- Education Assoc.; 2005-2008 4, Mountain Home AFB; 2004-2007 carimenia f. hampshire, education support professional, Administrative llinois Support Assistant, Clay County kathleen e. griffin, classroom teacher School Board; 2001-2007 (elem.), Albert Einstein Elementary robert l. rushlow, education support School; 2006-2009 professional, Maintenance, Island albert j. llorens, classroom teacher Coast Service Unit; 2002-2008 (sec.), Mathematics/Track Coach, Thornridge High School; 2005-2008 Georgia gary r. miller, classroom teacher karen c. solheim, classroom teacher (sec.), Physical Science, Williamsville (sec.), ELA 9-12, Oconee County High School; 2005-2008 High School; 2006-2009

19 Governance mike orr, classroom teacher (sec.), Iowa Driver Education, Rockridge High gayle y. jeffers, classroom teacher School; 2005-2008 (sec.), French, Grades 9-12, East High terrie a. tudor, classroom teacher School; 2001-2007 (elem.), Drama, Grades 6-8, Hubble jim young, classroom teacher (elem.), Middle School; 2006-2009 Grade 4, Hansen Elementary School; william s. wright, classroom teacher 2003-2009 (sec.), U.S. History, Glenbard North High School; Home: 69 Hampton Rd., Kansas Montgomery 60538 (630-896-1474) mark farr, classroom teacher (sec.), [[email protected]] 2004-2007 Science, Grades 9-12, Nickerson High School; 2006-2008 Partial Indiana pamela j. taverner, classroom teacher callie marksbary, classroom teacher (sec.), Language Arts, Grade 12, (elem.), Grade 2, Vinton Elementary; Clearwater High School; 2001-2007 2004-2007 nathan g. schnellenberger, class- Kentucky room teacher (sec.), Science, Grade richard d. davenport, education 8, Forest Park Jr. Sr. High School; support professional, Bus driver, 2005-2009 Anderson County Bus Garage; richard b. wright, classroom teacher 2005-2009 (sec.), Eastbrook High School, diane mckim, classroom teacher (sec.), Marion; 2002-2008 Physics and Math, DuPont Manual High School; 2005-2008

20 Governance

Louisiana barbara yost, education support cynthia henderson, classroom teacher, professional, Educational Secretary, C.E. Byrd High School; 2007 Interim Prospect Elementary; 2006-2007 Interim Maine grace leavitt, classroom teacher (sec.), Massachusetts Spanish, Grades 9-12, Greely High maureen l. carlos, classroom teacher, School; 2006-2009 Coping Room 7&8, Acting Team crystal d. ward, classroom teacher Evaluation Chairperson; 2006-2009 (sec.), Government and U.S. History, eileen a. cleary, classroom teacher Lewiston High School; 2000-2008 (elem.), Special Education, Grades 9- 12, Brockton High School; 2005-2008 Maryland jacqueline a. gorrie, classroom abby p. beytin, classroom teacher teacher (elem.), Kindergarten, Pole/ (elem.), Kindergarten, Timber Grove Summer Street School; 2001-2007 Elementary; 2003-2009 john l. reed, classroom teacher (sec.), anna-maria halstead, classroom Social Studies and Mentor Trainer, teacher (elem.), Eleven Month Barnstable High School; 2002-2008 Teacher, Carroll County Public gerard p. ruane, classroom teacher Schools; 2004-2007 (sec.), Social Science, Grade 7, john t. riley, classroom teacher (elem.), Linden School; 2001-2007 Instructional Consultation Facilitator, Cresaptown Elementary School; 2005-2008

21 Governance

Michigan Minnesota donna a. anderson, education support robert j. gardner, classroom teacher professional, Paraprofessional, Farms (sec.), English, Grades 10-12, Edina Intermediate School; 2004-2007 High School; 2005-2008 connie boylan, education sup- paul m. mueller, classroom teacher port professional, Library Media (sec.), Career and Technical Paraprofessional, Norris Elementary; Education, Brooklyn Center Junior/ 2006-2009 Senior High School; 2000-2007 thomas w. brenner, classroom teacher mary b. supple, classroom teacher (sec.), Grades 9-12, Novi High (middle), Math and Science, Grade 6, School; 2005-2009 Richfield Middle School; 2004-2007 joyce lalonde, classroom teacher (elem.), Grade 4, Rose Kidd Mississippi Elementary School; 2002-2008 rena butler, classroom teacher, lynn s. mason, classroom teacher (sec.), Coahoma County Middle School; P.E and Health, Grades 6-8, Belding 2006-2007 Interim Middle School; 2002-2007 katherine murphy, classroom teacher Missouri (sec.), Biology and Chemistry, Grades don schulte, classroom teacher (sec.), 9-10, Belleville High School; 2006- Social Studies, Pattonville High 2008 Partial School; 2004-2008 ana v. sanchez, classroom teacher (elem.), on full-time release, MEA/ Pontiac; 2004-2007

22 Governance charles e. smith, classroom teacher tom wellman, classroom teacher (sec.), (sec.), English, Grades 9-12, Center Counselor, Community College High Senior High School; 1999-2007 School; 2005-2008

Montana New Hampshire sherry l. mcmorris, classroom teacher kevin fleming, classroom teacher (elem.), Computers, Technology, (sec.), Social Studies, Winnacunnet Central Elementary Sidney Public High School, Hampton; 2004-2008 Schools; 2003-2009 New Jersey Nebraska ronald g. burd, classroom teacher mark shively, classroom teacher (elem.), Physical Science, Grade 8, (sec.), Special Education, Teacher Woodglen School; 2003-2009 Administrative Center; 2005-2008 james l. gavitt, classroom teacher arthur tanderup, classroom teacher (sec.), Special Education, Grades (sec.), Library/Media Specialist, 9-12, Middle Township High School; Tekamah-Herman Schools; 2006-2009 2001-2007 michael gordy, education support professional, Paraprofessional, Winslow Nevada Township Upper Elementary School; kenneth d. buhrmann, classroom 2006-2007 Partial teacher (sec.), English, Grades 11-12, jacqui greadington, classroom teacher McQueen High School; 2005-2008 (sec.), Vocal Music, Grades 7-8, East Orange Education Association; 2002-2008

23 Governance walter p. krichling, jr., classroom New York teacher (sec.), Social Studies, Grade joseph s. dushko, classroom teach- 8, Timberlane Middle School; er (elem.), Special Education, 2004-2007 Sherburne-Earlville Elementary michael kruczek, classroom teacher School; 2006-2009 (sec.), Math and Computer, Grades debbie minnick, education support pro- 9-12, Phillipsburg High School; 2006- fessional, Paraprofessional, South Hill 2007 Partial Elementary; 2003-2007 thomas macgregor, classroom teacher (sec.), Business Education, Grades North Carolina 9-12, CCTEC; 2006-2009 melissa e. bartlett, classroom teacher susan vigilante, classroom teacher (sec.), ESL, K-12/Language Arts, (elem.), Grade 3, Borough School; 6-9, Center for 21st Century Skills; 2001-2008 2006-2009 frank j. zaremba, phd., classroom hiawatha foster, classroom teacher teacher (sec.), History, Grades 9-12, (sec.), Grades 9-12, Myers Park Senior Middlesex County Vo-Tech High High School; 2001-2007 School; 2005-2008 susan h. martin, classroom teacher (elem.), Technology, Grove Park New Mexico Elementary School; 2005-2008 carol l. teweleit, classroom teacher (sec.), Middle School Counselor, North Dakota Mountain View Middle School; pauline f. wahl, classroom teacher 2006-2009 (elem.), Social Studies, Grade 6, Jim Hill Middle School; 2001-2007

24 Governance

Ohio kathryn e. turning, classroom teacher marshall j. buckley, classroom (sec.), Social Studies, Grades 9-10, teacher (elem.), Math and Science, Wooster High School, Wooster; Grade 6, Orchard Hollow Elementary; 2001-2007 2003-2009 deloris rome hudson, classroom Oklahoma teacher (sec.), Life Skills, Family linda s. hampton, classroom teacher and Consumer Sciences, Grade (elem.), Language Arts, Grades 4-8, 9, Hamilton Freshman School; Pleasant Grove School; 2002-2008 2004-2007 greg a. johnson, classroom teacher michael jordan, classroom teacher (sec.), Choir Director, Mustang High (elem.), Social Studies, Grade 8, Bath School; 2003-2009 Middle School; 2006-2009 william w. leibensperger, classroom Oregon teacher (sec.), English, Grades 9-12, elizabeth h. nahl, counselor (elem.), Sout-Western City School; 2006-2009 Child Development Specialist, Orenco rebecca j. mayer, classroom teacher Elementary School; 2004-2008 (elem.), Math and Science, Grade 5, karen watters, classroom teacher Edison Elementary; 2005-2008 (elem.), Grade 3, East Primary; lee c. schreiner, classroom teacher 2006-2009 (elem.), Gifted (Enrichment), Grades K-4, Alton Hall Elementary School; Pennsylvania 2005-2008 richard w. askey, classroom teacher (elem.), Grades K-8, Downey School; 2004-2007

25 Governance valerie c. brown, classroom teacher linda a. white, education support (elem.), Grade 3, Hoover Elementary professional, Educational Secretary, School; 2006-2009 Lakawanna Trail School; 2003-2009 mary a. coploff, classroom teacher (middle), Enrichment Specialist, Rhode Island Grades 6-8, Central Mountain Middle tia g. scigulinsky, classroom teacher School; 2005-2008 (sec.), Social Studies, Grades 10- susan dillon, classroom teacher (sec. 12, Newport School Department; and higher educatoin), English, 2001-2007 Grade 12, California Area School; 2002-2007 South Carolina richard d. eberlin, classroom teacher joyce r. wilson, classroom teacher (sec. and higher education), Physics, (elem.), Math and Science, Grade 5, McDowell Senior High School; West Pelzer Elementary; 2006-2009 2002-2009 michael l. evans, classroom teacher South Dakota (elem.), Behavior Support, Grades K- marlys b. pearson, classroom 6, Turner School; 2001-2008 teacher (sec.), Gifted Education, timothy t. graham, classroom teacher Ed/Language Arts, Edison Middle (elem.), Instructional Support, School; 2002-2008 Linwood Elementary School; 2005- 2007 Interim Tennessee paula brown, classroom teacher (elem. and sec.), Instructional Coach, Project GRAD Knoxville; 2005-2007 Interim

26 Governance nita jones, classroom teacher (elem.), jesse dehay, classroom teacher (sec.), Counselor, Dyersburg Primary Counselor, Grades 7-9, Fairfield Jr. School; 2001-2009 High School; 2005-2009 guy stanley, classroom teacher (sec.), Speech, Theatre Debate, Psychology, Vermont Greenbrier High School; 2002-2008 joyce sullivan, classroom teacher (sec.), English, Grades 7-8, Texas Brattleboro Area Middle School; ginny lee evans, classroom teacher 2003-2009 (sec.), ESL/Sheltered Social Studies, Hebron High School; 2005-2008 Virginia rita haecker, classroom teacher meg gruber, classroom teacher (sec.), (elem.), Bilingual, Grade 1, Kocurek Earth Science, Forest Park High; Elementary; 2004-2007 2001-2007 rhonda gail schell, classroom princess r. moss, classroom teacher teacher (elem.), Special Education/ (elem.), Music, Virginia Education Inclusion, Martin Elementary School; Association; 2006-2009 2006-2009 stephen g. whitten, classroom teacher (sec.), English, Grade 6, Bluestone Utah Middle School; 2005-2008 ryan c. anderson, classroom teacher (sec.), English/Art, Grand County Washington High School; 2005-2008 kathleen axtell, education support professional, ESP/Paraeducator Council President, WEA Chinook UniServ Council; 2006-2009

27 Governance kevin teeley, classroom teacher sally j. heideman, classroom teacher (elem.), Grade 5, Lake Washington (sec.), Tremper High School; Education Association; 2005-2007 2001-2007 Partial shelly c. moore, classroom teacher david theisen, classroom teacher (sec.), Drama/English, Ellsworth (elem.), Grades K-6, Covington High School; 2005-2008 Elementary; 2002-2008 glenn n. schmidt, classroom teacher karle warren, classroom teacher (elem.), Special Education, Northside (elem.), 5th Grade, Heights Elementary, Sun Prairie; 2003-2009 Elementary; 2003-2009 Wyoming West Virginia kathy vetter, classroom teacher (sec.), josh d. stowers, classroom teacher Special Education, Wheatland High (sec.), Biology and Physical Science, School; 2006-2009 Capital High School; 2006-2009 Student Directors Wisconsin benjamin j. bobier, 2006-2007 robert w. fitzsimmons, classroom michael s. weisbrod, ] 2006-2007 teacher (sec.), History, Grades 9- cherryll wilkerson, 2006-2007 12, Beloit Memorial High School; 2004-2008 paul w. hambleton, classroom teacher (sec.), English, Grades 9-12, Baldwin- Woodville High School; 2003-2007

28 Governance

Retired Directors zach galvin, administrator, Vice al beamish, 2002-2008 Principal, Natick High School; 2006- sarah e. borgman, 2004-2007 2007 Partial agnes h. chavis, 2005-2008 arthur goff, education support profes- jean m. dobashi, 2004-2007 sional, Special Education; 2004-2008 linda a. somo, 2006-2009 kay hansen, education support profes- jim sproul, 2006-2009 sional, Paraprofessional, Denmark Elementary; 2006-2009 At-Large Directors ray heideman, education support pro- susan williams brown, classroom fessional, Paraprofessional, Trempen teacher (higher ed), Mathematics, High School; 2001-2008 Gadsden State Community College; veronica henderson, education 2004-2007 support professional, Custodian of janis y. eggert, education support Records, Baltimore County Public professional, Transportation, Lebanon Schools; 2005-2008 Community Schools; 2004-2007 david c. hockaday, education support professional, President Support Staff, Michigan Education Association; 2001-2007 shirley howard, education support professional, Bus Driver, Midland I.S.D; 2003-2009

29 Governance rebecca s. marks, education support chuck thompson, education support professional (middle), Educational professional, Bus Driver, Radnor Sign Language Interpreter/Translator, Township; 2004-2007 Burke High School; 2005-2008 yolanda c. molina, education support Nonvoting At-Large Directors professional, Entry Data Specialist/ tommie mccune, Black Caucus, Migrant Recruiter, Mercedes I.S.D.; classroom teacher (elem.), Reading, 2003-2009 Grades 4-5, Altavista Elementary theresa montaño, higher educa- School; ] 2006-2007 tion, Chicana/o Studies, Cal State marty meeden, chairperson, American University Northridge; 2004-2007 Indian/Alaska Native Caucus, class- michael musser, education support room teacher (elem.), Grades K-8, professional, Carpenter, Facilities Buena Vista School; 2006-2007 Services Dept.; 2006-2009 robert muñoz, chairperson, Hispanic sally pestana, higher education, Caucus, classroom teacher (elem.), Medical Laboratory Program Grade 6, Grace Warner Elementary Technician, Kapiolani Community School; 2006-2007 College – Univ. of Hawaii; 2005-2008 louise watkins, chairperson, Asian sharon scott, education support profes- Pacific Islander Caucus, classroom sional, Cherokee Elementary School; teacher (sec.), Mathematics, Grade 2002-2008 6, McLean 6th Grade Center; 2006-2007

30 Governance

Honorary Director carolyn crowder, classroom teacher john harding lucas, administrator (elem.); 2003-2009 (retired)] michael marks, classroom teacher (sec.), Debate/Drama, Hattiesburg Executive Committee High School; 2001-2007 reg weaver, president, NEA rebecca (becky) pringle, classroom Headquarters, 2002–2008 teacher (sec.), Physical Science, dennis van roekel, vice president, Susquehanna Township Middle NEA Headquarters, 2002-2008 School; 2001-2007 lily eskelsen, secretary-treasurer, marsha s. smith, classroom teacher NEA Headquarters, 2002-2009 (sec.), Team Leader-health, Physical michael billirakis, classroom teacher, Education, ESOL, Foreign Language, 2001-2008 Earl B. Wood High School; mark s. cebulski, classroom teacher 2002-2008 (sec.), Social Studies, Cedarburg High School; 2003-2009

Review Board Subject to the conditions set forth in and Bylaws. the Constitution and Bylaws, the Review The Review Board consists of nine Board has jurisdiction over alleged vio- members appointed by the president lations of the Code of Ethics of the with the advice and consent of the Board Education Profession; censure, suspen- of Directors. Detailed information on sion, or expulsion of a member; impeach- qualifications, appointment, terms of of- ment of an executive officer or a member fice, and powers and duties of the Review of the Executive Committee; and review Board is contained in Article VII of the of actions of governing bodies regarding Constitution and Bylaw 7. consistent application of the Constitution

NEA Committees NEA’s committee structure provides for standing committees of the Representative Assembly, strategic priority standing committees, advisory standing committees, and special committees. These committees report to the president, Board of Directors, and Executive Committee between meetings of the Representative Assembly.

Standing Committees of the Representative Assembly Five committees exist to facilitate the operations of the Representative Assembly: Constitution, Bylaws, and Rules; Program and Budget; Resolutions; Credentials; and Elections. Authorized by the Constitution, Bylaws, or Standing Rules, these committees were established by action of the Representative Assembly and report to the Representative Assembly.

Committee on Constitution, Bylaws, Committee on Program and Budget and Rules The Committee on Program and Budget The Committee on Constitution, is authorized in Bylaw 11-7. Its composi- Bylaws, and Rules is authorized in Article tion is described in Bylaw 11-7 and its du- III, Section 6 of the Constitution. The ties with respect to budget development composition and duties of the committee are outlined in Bylaw 11-9. The secretary- are set forth in Standing Rule 11. treasurer of the Association is chairperson The committee initiates proposed of the committee, and the vice president is amendments to the Constitution, By- a member of the committee. laws, and Standing Rules as appropriate; receives and processes proposed amend- Credentials Committee ments; supervises the submission and The Credentials Committee is autho- processing of new business and legislative rized in Standing Rule 1, which also de- amendments; supervises and counts roll scribes the committee’s composition and call votes at the Representative Assembly; duties. The committee is responsible for provides advisory opinions on parliamen- the supervision of the accreditation of del- tary questions upon the request of the pre- egates and alternates to the Representative siding officer; and performs other duties Assembly, the seating of delegates and as specified in the Rules or requested by members, and other appropriate duties as the president. specified in the Standing Rules.

33 NEA Committees

Elections Committee Retired members and alternates and three The Elections Committee is autho- student members and alternates). rized in Standing Rule 12. The commit- At-large representatives of ethnic mi- tee’s composition and duties are set forth norities, administrators, classroom teach- in Standing Rule 12. The committee con- ers in higher education, and Active mem- ducts the elections at the Representative bers employed in educational support Assembly, prepares and checks ballot(s) for positions are appointed by the president as accuracy, supervises the voting area, acts necessary to ensure compliance with the as judge and constable of the election(s), requirements of Article V, Section 1(c), and performs other appropriate duties as (d), (e), and (f) respectively. The state specified in the Standing Rules. members and alternates are elected by the state’s accredited delegates to the NEA Resolutions Committee Representative Assembly. The Retired and The Resolutions Committee is autho- Student members and alternates are elect- rized in Standing Rule 10. The commit- ed, respectively, by the accredited Retired tee consists of the five-member Internal and Student delegates. The five members of Editing Committee appointed by the the Internal Editing Committee are mem- president, as many additional members bers of the full Resolutions Committee. and alternates from each state as there The committee prepares and presents are directors for that state, and as many to the Representative Assembly proposed Retired and Student members as there resolutions for adoption as specified in are Retired and Student directors (i.e., six Standing Rule 10.

Strategic Priority Standing Committees The following committees advance one or more of NEA’s strategic priorities.

Committee on Employee Advocacy cal cooperation in coordinated advocacy The Committee on Employee Advocacy efforts to achieve specific objectives in is responsible for proposing policies and such areas as health care, employee com- activities to achieve a pluralistic educa- pensation and benefits, and bargaining tion workforce and advance the economic and organizing strategies. interests, protect job security, improve the terms and conditions of employment, and Committee on Human and Civil secure the right to collective bargaining Rights for all education employees. The Committee on Human and Civil The committee advises the Association Rights is responsible for proposing poli- on ways to improve national, state, and lo- cies and activities to attain equitable treat-

34 NEA Committees ment for all and eliminate discrimination Committee on Membership in all forms and at all levels, including the Services and Affiliate Relationships international level. The committee may The Committee on Membership also work with elements of policies and Services and Affiliate Relationships is activities related to excellence and equi- responsible for advancing policies and ty in public education and to preserving activities to attract, represent, and serve public education. members. The committee advises the In advancing these policies, the com- Association on strategies to achieve coop- mittee will review the full range of human eration in programs requiring coordinated and civil rights, including the elimination local, state, and national efforts, such as of discrimination from the education the strategic planning process, and the for- system and from the Association family; mulation of new roles for the Association review the enforcement of constitutional, and its leaders in the restructuring of contractual, and statutory rights of mem- schools. Its general objective is to propose bers and citizens; and monitor the status policies and activities to guide the efforts of basic human rights within the interna- of NEA and its affiliates to achieve com- tional community. plete integration of Association services to affiliates and members. Committee on Legislation The Committee on Legislation is re- Committee on Professional sponsible for advancing policies to expand Standards and Practice and protect the quality of public educa- The Committee on Professional tion and secure its adequate and equitable Standards and Practice is responsible funding and to develop and recommend for proposing policies and activities to the NEA Legislative Program. The com- achieve restructuring of public schools mittee will regularly review and make and enhance the preparation, practice, recommendations to refine the Legislative and professional standards of education Program. employees. In addition, the committee reviews developments in educational technology, curriculum, accountability and assessment, and other current education issues.

35 NEA Committees Advisory Standing Committees The advisory standing committees make recommendations to the governing bodies on matters of concern to the constituencies that they represent.

Women’s Issues Committee develops program recommendations to The Women’s Issues Committee is meet those needs and to integrate com- responsible for proposing policies and mon concerns into coordinated programs. programs related to issues of particu- The committee’s responsibilities include: lar concern to women. The committee’s (a) reviewing member recruitment strate- focus includes multicultural sex equity gies and campaigns, (b) tracking member topics and federal and state initiatives de- involvement in governance and program signed to achieve equal rights under the activities, and (c) identifying evolving law for women. The committee reviews program needs for members. Association programs affecting women and advises the president and the gov- Advisory Committee of Student erning bodies on their implementation as Members appropriate. The Advisory Committee of Student Members makes recommendations re- Ethnic Minority Affairs Committee garding the direction of the NEA Student The Ethnic Minority Affairs Program. The committee monitors how Committee is responsible for proposing issues related to the preprofessional needs policies and programs related to issues of students are addressed, including the of concern to ethnic minority groups. It coordination of Association efforts to monitors Association implementation of recruit and serve student members and its policies and governance provisions the development and implementation of regarding ethnic minorities. The com- strategies to retain student members as mittee also reviews Association programs NEA Active members following their affecting ethnic minorities and makes employment. recommendations regarding their implementation as appropriate. NEA-Retired Advisory Council* The NEA-Retired (NEA-R) Advisory Membership Committee Council makes recommendations regard- The Membership Committee is re- ing the direction of NEA-R in address- sponsible for developing policies and pro- ing issues of concern to NEA-Retired grams to serve NEA’s diverse member- members and strategies to involve ship. The committee considers strategies NEA-R members in Association activities. for enhancing the understanding of both the unique needs and common concerns *The NEA-Retired Advisory Council is an elec- of specific member constituencies and tive, not an appointive, body.

36 NEA Committees

It develops recommendations to enhance to issues of concern to gay, lesbian, bi- the recruitment of NEA-R members and sexual, and transgendered individuals. It utilize NEA-R members as a resource in monitors NEA implementation of policies advancing NEA strategic priorities. related to the full inclusion and safety of gay, lesbian, bisexual, and transgendered Sexual Orientation/Gender members and students. The committee Identification Committee reviews policies related to sexual orienta- The Sexual Orientation/Gender Identi tion and gender identification and advises fication Committee is responsible for the president and governing bodies as proposing policies and programs related appropriate.

Symbol of the United Education Profession This symbol, adopted by the NEA Executive Committee in 1966, combines the legacy of the past (p for p a i d e i a, the ancient Greek word for education) with new direction for the future ( ➤ ). The spherical triangle serving as the background represents the mutually supportive programs of local, state, and national education associations to advance education. In one sentence, then, the design symbolizes the forward thrust of education through a united profession.

History and Development of the NEA-ATA Relationship

In 1966, Black and white educators on membership, little was done in the ear- demonstrated their concern for the unity ly years to encourage Black educators to and integrity of the education profession participate in Association affairs. While by completing a merger of the National Booker T. Washington had addressed the Education Association and the American NEA convention in 1884, there were few Teachers Association (ATA). other signs of cultural pluralism in NEA. The merger of NEA and ATA paved NEA’s first positive step toward orga- the way for merger agreements between nizational integration was the creation in African-American and white associations 1926 of a committee to investigate the sta- in state and local affiliates throughout the tus of Black teachers in the United States. South. It also signaled NEA’s great leap Two years later, the NEA Representative forward in terms of promoting civil and Assembly established the Committee to human rights of educators and children. Cooperate with the National Association For decades ATA had sought to eliminate of Teachers in Colored Schools as a per- discrimination in education, to eradicate manent committee with a regular bud- racism in American society, to improve the get appropriation. In 1940, the Joint education of children, and to strengthen Committee of NEA and the newly re- the educational systems of communities. named American Teachers Association ATA had its roots in the National was established under the leadership of Association of Teachers in Colored NEA President Donald DuShane and Schools, founded in 1904 by J.R.E. Lee of Dr. Trenholm. Tuskegee Institute in Alabama. Under the Over the years the NEA-ATA Joint leadership of its first executive secretary, Committee did much to improve the sta- H. Councill Trenholm, ATA expanded its tus of Black educators in NEA. The com- membership from 3,100 in 1944 to 11,000 mittee obtained a ruling from the NEA in 1947. By 1963, ATA membership had Executive Committee that Black teach- grown to over 75,000 educators—Black ers could be certified as NEA members and white—and the association had be- through the white state association in come known as an advocate of equality states where the black state association of educational opportunity for every child was not affiliated with NEA. The Joint and equality of professional status for Committee also succeeded in having every teacher.’’ the NEA Bylaws reinterpreted to permit Although the NEA governing docu- the affiliation of so-called second state ments had never placed racial restrictions associations, which made it possible

39 NEA-ATA Relationship for representatives of these associa- about race relations and minority group tions to serve as delegates to the NEA problems. Representative Assembly. In testimony to the effectiveness of In July 1952, the Joint Committee the NEA-ATA Joint Committee, the 1966 recommended that the Board of NEA Representative Assembly, meeting Directors, pursuant to the policy es- in Miami Beach, gave unanimous approv- tablished in the Bylaws by the 1950 al to the merger of NEA and ATA, and Representative Assembly, choose for ATA delegates approved merger by a vote the 1953 Representative Assembly a city of 178 to 3. The Human and Civil Rights where there would be assured equality in Awards dinner during the NEA Annual all accommodations. Subsequently, the Meeting features past presidents of NEA Board voted that the 1953 Representative and ATA as a symbol of the union of the Assembly be held in Miami Beach, two organizations. Florida. Thus, in 1953, NEA became the A highlight of the 1991 NEA first large national organization to hold Representative Assembly in Miami Beach its national convention in the South under was a commemoration of the 25th anni- nondiscriminatory conditions. versary of the merger of NEA and ATA. The NEA-ATA Joint Committee The celebration featured Association worked with the American Textbook leaders who were involved in the NEA- Publishers Association and the Southern ATA merger and in the mergers of the Textbook Publishers Association to iden- dual state affiliates. tify textbook writers, editors, and con- The 2006 NEA Representative sultants who were without racial bias. Assembly in Orlando, Florida featured Working with the American Child Health a 40th Anniversary celebration of the Association, the Joint Committee studied NEA-ATA merger of 1966, and recog- the health and health problems of Black nized NEA and ATA leaders who were children. The Joint Committee spon- actively involved in the mergers of the sored courses, activities, and publications dual state affiliates.

40 Strategic Plan for 2006–2008

2006–2008 Strategic Goals 1. Assist at least 12 states to secure public policies and associated funding for closing the achievement gaps. 2. Increase by 10% the positive image and support of NEA by ethnic minority opinion leaders and sustain the support among the general ethnic minority public. 3. In partnership with state affiliates, achieve a minimum of $40,000 starting salary for teachers and a living wage for ESP in 20% of NEA locals and assist higher education locals to engage in effective salary campaigns. 4. Organize for membership growth and affiliate development which results in a 2% net annual growth in membership, while retaining at least 90% of the current members who are eligible for membership and engaging at least 10% of the total membership. 5. Ensure all state affiliates have available research, technical assistance, and/or other appropriate strategic support on tax and economic policies and school funding (“TEF”) that will enable them to develop and implement a plan to increase and stabilize funding for public schools.

2006–2008 Operational Services 1. Through state affiliates, provide programs and services that are relevant and meaningful. 2. Advocate the economic, legal, political, professional, and social interests of all members. 3. Communicate with leaders, staff, members, and the general public in a timely manner. 4. Enhance leadership development and govern NEA in an efficient manner based on democratic principles. 5. Administer the business operations of NEA that ensure organizational effectiveness.

NEA Program and Administration The NEA staffing structure is designed to help realize the Association’s strategic priorities, as determined by governance. Most staff are based in functional program units, with each unit offering expertise in a particular area. Staff from these different program units work regularly together in teams that are assembled to advance the Association’s priority work.

EXECUTIVE OFFICE Office of the Deputy Executive (202-822-7000) Director (FAX: 202-822-7974) (202-822-7517) (FAX: 202-822-7012) (FAX: 202-822-7092) The Executive Office houses the three elected officers (president, vice president, stocks, john, deputy executive director and secretary-treasurer), executive direc- johnson, derrick, manager tor, and staff who provide support and mallard, lisa coordination for NEA-wide concerns that range from information to assessment. Office of the Chief Financial Officer (202-822-7177) weaver, reg, president (FAX: 202-822-7974) thompson, joyce (pat), confidential assistant mcpherson, michael, chief financial officer van roekel, dennis, vice president bartley, debora eskelsen, lily, secretary-treasurer curtis, yolanda williams, mellisa, confidential martinez, steven, manager assistant nguyen, thang polchinski, gerard Office of the Executive Director wilson, pamela (pam) (202-822-7154) FAX: 202-822-7012) General Counsel (202-822-7035) wilson, john i., executive director (FAX: 202-822-7033) kelly, teresa, confidential assistant The Office of General Counsel provides advice and assistance to NEA governance, staff, and affiliates with regard to labor relations, individual rights, education reform, political activity, and

43 Program and Administration other matters with legal or quasilegal governance actions, as well as develops, implications. The Office of General implements, and communicates Associ Counsel serves as counsel to the Kate ation policies through financial, technical, Frank/DuShane Unified Legal Services and other support for governance bodies. Program and the NEA Fund for Children The office maintains the Association ar- and Public Education and is respon- chives, and is responsible for International sible for the operation of the National Relations, Minority Community Outreach, Organization of Lawyers for Education strategic scheduling and advance, speech- Associations, which is composed of attor- writing for the NEA officers and Executive neys who represent NEA and its affiliates. Committee, and the correspondence unit. Through the Office of General Counsel, NEA participates in test cases and other swann, cynthia, director significant litigation in federal and state anderson, melinda courts. Robert H. Chanin is the NEA gen- behrer, stephen eral counsel. He has primary responsibil- birkmeier, paul ity for coordinating the legal activities of evans, therman NEA’s Office of General Counsel. gattis, olivia aguilar kelly, teresa chanin, robert h., general counsel jones, aaron joseph, maurice, deputy general mendiola, catherine counsel mitchell, paulissa simpson, michael d., assistant general morris, louisa counsel parker, joyce, manager berrian, marie smith, lucille chmielewski, cynthia tallington-fields, patricia felipe, maria (nancy) taylor, yolanda mccormick, margaret (peg) thompson, joyce (pat) wilkof, richard b. (rick) timmons, gary, manager williams, kathleen d. ussery, ernestine walston, charles Governance and Policy williams, mellisa (202-822-7000) (FAX: 202-822-7012) International Relations (FAX: 202-822-7974) (202-822-7488) The Office of Governance and Policy (FAX: 202-822-7023) facilitates governance policymaking International Relations manages NEA and coordinates the Annual Meeting and membership in Education International meetings of the Board of Directors, (EI), articulates NEA policy in interna- Executive Committee, and governance tional forums, and maintains communica- committees. It also tracks and reports on tion with EI-affiliated national education

44 Program and Administration unions around the world. The office ana- Labor Outreach lyzes international education experiences (202-822-7000) and incorporates the learnings relevant (FAX: 202-822-7012) to NEA’s strategic priorities. The office also monitors and works with the United edwards, michael, senior policy Nations, intergovernmental agencies, advisor and director and international nongovernmental organizations (NGOs) on issues that affect FIELD OPERATIONS children, education, the education profes- (202-822-7517) sion, women, and human and trade union (FAX: 202-822-7092) rights. The overall goal of the NEA Field Operations is to build an integrated christianson, jill field operation that meets or exceeds dupree, montré the needs of affiliates and headquarters in order to achieve the strategic initia- Minority Community Outreach tives of the NEA. In an effort to create (202-822-7364) one integrated field delivery system to (FAX: 202-822-7633) state affiliates, the NEA Field Operations The Minority Community Outreach will include the NEA Regional Offices office works with ethnic minority orga- (Mid-Atlantic, Midwest, Northeast, nizations and communities to achieve our Pacific, Southeast, and West) and the mutual goal of a great public school for following NEA departments: Affiliate every child. By forging partnerships and Learning and Effectiveness (ALE), alliances with minority communities, and Constituent Relations (CR), Educational organizing joint actions with them, NEA Support Professional Quality (ESPQ), seeks to increase its visibility with minor- Government Relations (GR), National ity groups and garner minority support Membership Strategy (NMS), and Public for measures that will close the achieve- Relations (PR). ment gaps among minority students in The NEA Deputy Executive Director public schools. is responsible for the overall management and coordination of the NEA Field barnes, rhonda (nikki) Operations. The regional directors and butterfield, robin the department directors within the NEA finucane, matthew Field Operations report directly to the henderson, jacqueline NEA Deputy Executive Director. jaramillo, rita Field Operations Administration stocks, john, deputy executive director friedman, grace hwang gant, connie

45 Program and Administration johnson, derrick, manager Northeast Regional Office mallard, lisa NEA Headquarters 1201 16th St., N.W. NEA Regional Offices Washington, DC 20036 The essential role of the regional of- (202-822-7143) fice is to reflect to the NEA the needs, (FAX: 202-822-7170) perspectives and priorities of the state affiliates and to reflect to the state affiliates butera, michael, regional director the strategic initiatives of the NEA. boyd, michele manny, linda Mid-Atlantic Regional Office slaughter, dennis NEA Headquarters 1201 16th St., N.W. Pacific Regional Office Washington, DC 20036 1350 Bayshore Highway, #730 (202-822-7111) Burlingame, CA 94010 (FAX: 202-822-7170) (650-347-6000) (FAX: 650-347-8983) hamilton, tamara, regional director beard, frances a. waller, joann, regional director horsley, edwin buljan-bergero, marija jones, robin l. hubbard, rose ann rankin, teresa maitland, chris strunk, bob Southeast Regional Office Midwest Regional Office 1745 Phoenix Blvd., #330 Alamo Plaza Atlanta, GA 30349 1401 17th St., #950 (770-996-9047) Denver, CO 80202 (FAX: 770-996-2212) (303-294-3541) (FAX: 303-293-8797) mazyck, evon, regional director campen, sara embree, michael, regional director curtis, delona alexander, karen demeyere, wayne canty merrill, mary a. lemon-cusack, arlethia martinez, patricia thompson, katrina schwoch-swoboda, debra

46 Program and Administration

West Regional Office Relations department to ensure a coordi- Alamo Plaza nated approach to meeting state and lo- 1401 17th St., #950 cal affiliate needs. The particular focus Denver, CO 80202 of training and organizational develop- (303-294-3548) ment is on training designed to advance (FAX: 303-293-8797) the achievement of the strategic plans of NEA and its state and local affiliates with rogers, marilyn, regional director emphasis on organizing, organization de- battin, jeannie velopment and effectiveness, facilitation clemons, russell skills, dispute resolution, collective bar- gross, laura gaining, and managing change. johnson, beverly pons, michael myler, mel, director afi, nas Affiliate Learning and Effectiveness cedeño, rubén (202-822-7100) cook, willie (202-822-7174) elmore, cara (FAX: 202-822-7974) fitzgerald, tim, manager (FAX: 202-822-7168) gold, donna Affiliate Learning and Effectiveness grooms, gene (ALE) represents the state affiliates’ inter- halstead-worrell, barby, manager ests within the decision-making process of hand, daniel, manager the NEA and it coordinates the develop- jefferson, edith l., manager ment and delivery of all NEA training ac- kim, mae takako tanaka tivities for affiliate leaders and staff, as well laney, margaret m. as skills enhancement and development of ochs, karl all NEA membership categories (preK–12, root, sarah ESP, HE, Retired, and Student). It is the smith, jacqueline voice for the state affiliate elected leaders vincent, brenda and management staff. Part of the depart- zimmerman, lisa ment’s program includes The National Council of State Education Associations Constituent Relations (NCSEA) representing the needs and (202-822-7100) wants of state affiliates within the NEA. (FAX: 202-822-7624) The Council is made up of state affiliate Constituent Relations promotes and presidents and executive directors. implements unified strategies to achieve The staff works directly with state national, state, and local Association affiliate governance, management and goals and ensure the development of ef- staff to implement programs of mutual fective affiliates serving education-re- interest. ALE partners with the Constituent lated employees, retirees, and students.

47 Program and Administration

Constituent Relations also administers Higher Education NEA’s program for UniServ staff and The Higher Education program pro- UniServ managers. Constituent Relations vides organizing and development as- provides direct assistance to the gov- sistance to the states, working with staff ernance councils, (National Council of assigned specifically to higher education, Urban Education Associations, National initiates research, and works in collabora- Council for Higher Education, NEA- tion with other higher education associa- Retired, and the NEA Student Program. tions and unions. The Higher Education Constituent Relations helps plan, co- conferences and seminars bring together ordinate, and implement the delivery of educational and political leaders, along NEA programs to state affiliates through with college and university faculty and an integrated structure focused on activi- staff, to discuss current issues and future ties designed to strengthen membership educational trends. and improve services to affiliates. Those programs include the UniServ program, NEA-Retired Organization working with staff and managers, the NEA-Retired offers retired NEA National Education Employees Assistance members—and those anticipating retire- Funds, the Released Time Presidents’ pro- ment an opportunity to remain active in gram, the NEA Affirmative Action Intern programs important for both retirees and program, and the UniServ Academy. education. NEA members in several categories are eligible to join NEA-Retired harrell, dorothy, director as pre-retired and as lifetime members. abraham, debra The NEA-Retired regional conferences anderson, kimberly and annual meeting addresses issues of beck, cynthia concern to retirees as well as education blake, don professionals in general. Programs also crenshaw, todd address legislation, mentoring, intergen- dean, sara erational partnering, and collaboration fleming, donna with other retired organizations. inclán, rocío The NEA-Retired officers are elect- jefferson, edith l., manager ed by retired delegates to the NEA jeung, betty Representative Assembly. lilyquist, candace lyons, kathleen, manager matteson, barbara, president, 1166 morris, david Dorado Vista Drive, Tucson, AZ simon, dina 85715 (home: 502-298-7520), (fax: smith, mark 502-298-7520), e-mail: matteson@ staples, malcolm, manager dakotacom.net wilk, valerie williams, phadra

48 Program and Administration curran, tom, vice president, 52 Aquila NEA’s efforts to improve urban and Road, Raymond, ME 04071 (summer: rural education. The Urban and Rural 207- 655-3648), (winter: 407- 498- Initiatives’ staff identify and analyze 3107), (cell: 207- 650-4971), e-mail: critical education issues and the special [email protected] needs of educators and students in both craig, gene, secretary, 306 West urban and rural school districts. Staff Lincoln Avenue, Libertyville, IL members also work with NEA affiliates 60048 (home: 847 362 0305), (cell: to foster collaborative relations between 847 975 1576) e-mail: [email protected] local affiliates and parents and local affiliates and political, religious, busi- Student Program ness and community groups. Urban and The NEA Student program helps Rural Initiatives also administers the NEA affiliates strengthen services to pre- NEA Urban and Rural Grants programs. professional members and coordinates Constituent Relations provides assis- NEA efforts to attract students to the tance to the National Council of Urban teaching profession. This office admin- Education Associations (NCUEA). isters the Community Learning Through America’s Schools (CLASS) program UniServ Program and the Student Organizing Assistance NEA Constituent Relations adminis- and Resources (SOAR) grant programs, ters the UniServ program for local and Outreach To Teach. It also collaborates state affiliates. NEA supports a UniServ with other units to involve and engage staff of 1,800 at the local and state lev- student members in the Association. els. UniServ staff members have pri- Pre-professional development work- mary responsibility for delivering ser- shops are offered to enhance member- vices to NEA members. The program ship, leadership development, and teacher provides assistance and support for quality. UniServ Managers including Professional Staff support is provided to the Development activities and their National NEA Advisory Committee of Student Conference. Support is also supplied for Members. the Membership Service and Affiliate Relationships Committee and the UniServ daniels, anthony, chairperson Advisory Committee. (202-822-7915) (FAX: 202-822-7624) National Education Employees Assistance Fund, Inc. Urban and Rural Initiatives (202-822-7164) (202-822-7155) (FAX: 202-822-7624) (FAX: 202-822-7997) The National Education Employees The Urban and Rural Initiatives pro- Assistance Fund, Inc. is a nonprofit gram helps strengthen and coordinate corporation that links NEA and 34

49 Program and Administration participating state affiliates. The fund believes that education support profes- supports interest-free loans to education sionals offer valuable services and de- employees and other financial assistance serve quality support to improve their to affiliates in crises that emerge from working conditions and help them deliver disputes between education employees quality work. and boards of education. Letters of credit With NEA’s support, ESP Quality de- on file to capitalize the fund now amount velops products that address the issues, to more than $4,382,000. concerns, and needs of members in each of the nine job categories; assists state Board of Directors affiliates with advancing the job skills, warren l. williams, exec. dir., Indiana trades, and levels of ESP members; imple- State Teachers Association, 150 W. ments relevant certification, licensing, and Market St., Indianapolis, IN 46204, accreditation policies and statutes that ele- chairperson vate ESP professionals; offers crisis inter- david e. helfman, Executive Director, vention programs to assist state affiliates Maryland State Teachers Association, in preventing and reversing the privatiza- 140 Main Street Annapolis, MD tion of education support services; and 21401, vice-chairperson provides support to affiliates to develop kathleen lyons, Constituent Relations comprehensive ESP programs and orga- manager, NEA staff liaison, nize plans to help deliver needed services secretary/administrator to members. carolyn dumaresq, Executive The Education Support Professional Director, Pennsylvania State Quality department also has ad- Education Association, 400 N. Third ministrative responsibilities for the Street, Box 1724, Harrisburg, PA National Council for Education Support 17105, board member Professionals. lela odom, Executive Director, Oklahoma Education Association, dove, roxanne, director 323 East Madison, Oklahoma City, connor, lisa OK 73105, board member dandridge brinkley, jessica garcia, lydia Education Support Professional jefferson, edith l., manager Quality loucks, hazel (202-822-7131) mcdaniels, jeffrey (FAX: 202-822-7624) nelson, carol Education Support Professional nephew, mareena Quality’s strategic focus promotes quali- rivera, rafael fied education support professionals smith, agnes (ESP) in classrooms and work sites. NEA

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Government Relations model legislation, testimony, legislative (202-822-7300) implementation guides, talking points, (FAX: 202-822-7741) and background papers. Staff also admin- NEA’s Government Relations depart- ister a groundbreaking cyber-advocacy ment supports the Association’s efforts to program that enables tens of thousands restore public confidence in public edu- of people across the country to receive cation by promoting bipartisan federal timely, up-to-date information about state and state legislation and policies aimed legislation and legislative trends. at strengthening public schools, colleges, The Political Action Committee and universities. (PAC) staff plan and manages national Within Government Relations, Federal PAC fundraising and provides support to Policy and Politics staff members pro- NEA’s Fund Council. mote NEA’s Legislative Agenda through The Field Program, located in direct advocacy on Capitol Hill, at the Washington, D.C., and Denver, Colorado, White House, and throughout the execu- works directly with state affiliates to en- tive branch. Staff members work to sup- hance their effectiveness in legislative port initiatives that strengthen public advocacy, political activities, grassroots education, ensure children’s health and advocacy, and fundraising. safety, maximize student learning, and foster respect for all school employees. The NEA Fund for Children and Public The staff supports the Association’s Education capacity to wage effective, unified cam- The NEA Fund for Children and Public paigns and to support candidates, from Education is the political arm of NEA the school board to the White House, members nationwide. NEA Government who are committed to public education Relations administers the Fund. The Fund and the nation’s children. Staff members works to ensure that public education is- work with elected officials, the two major sues take a position of prominence at the political parties, and other national orga- federal level. nizations in support of a public education The Fund contributes to the campaigns agenda. Staff also promotes members’ of candidates for federal races—regard- involvement in the political process as a less of political party—who measure up means of impacting education policy. on public education issues. The NEA The State Policy and Politics staff Fund targets resources to those politi- provide assistance and information ser- cal races in which it can have the great- vices—including grassroots activities, est impact. Through the Fund, NEA also cyber-advocacy, research, and state policy provides financial assistance to allied and ballot initiative tracking—to help ad- organizations. vance the legislative and political objec- NEA does not use dues dollars to sup- tives of the Association. Staff develop port candidates or political parties. Only

51 Program and Administration member contributions to the NEA Fund Political Action Committee for Children and Public Education can goode, torrie ensure that those making critical educa- heretick, mary alice tion policy decisions will hear the voice lanoff, sheri, manager of educators. morris, connie skinner ritzel, geraldine (jerry) shust, diane, director National GR Field Team Administration Mid-West, Northeast & Southeast li, ofelia b. bosak, tricia staton, tamika chase, sue miller, deirdre, manager cobb, mary jane friel, dennis, manager Federal Policy and Politics grasso, frank anderson, kim hedgepeth, lee campos, al hubbard, dottie farfaglia, rick lewis, carrie Mid-Atlantic, Pacific & West moody, randall, manager anderson, scott nousen, steve daise, thad, manager o’brien, nancy floyd, deborah perez, felix outcelt, john reddy, shilpa padilla, dominic ruberg, ken sauri, monica scott, merwyn sledge, james williams, sondra b. State Policy and Politics allen, nathan National Membership Strategy baum, malou (202-822-7199) coles, kay (FAX: 202-822-7849) cortez, corina The National Membership Strategy mcinerney, raymond Department (NMS Department) is re- roland, phyzell sponsible for the management of: smith, elvira • The National Membership Strategy, sweeney, jake the NEA’s six-year initiative to collabo- walker, douglas, manager rate with its affiliates, to prevent attacks on its base, to improve its market share in all membership categories and to expand into new markets.

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• Membership research and intelli- media relations, advertising, marketing, gence, in collaboration with other depart- and public service campaigns. Through ments, that supports the organizing func- its outreach to NEA members, NEA af- tion of the state and national affiliates; filiates, policymakers, education orga- and, nizations, and the general public, Public • The management of NEA’s intense Relations delivers current news and per- and crisis organizing efforts that target spectives on public education. The depart- opportunities or respond to threats across ment builds and maintains collaborative all regions and membership categories. relationships between NEA and its state affiliates. It also works with special inter- quesada, carmen, director est groups and relevant business, media, choi, joanna and political leaders to garner support and dedman, tim promote the Association’s commitment to eagan, robert public education. gripper, gerry In developing its ties with NEA state hendrickson, rachel and local affiliates, NEA Public Relations lawson, harry seeks to promote the NEA strategic goals, lynn-rigsby, juaney to build a strong organization, to develop melamed, barry, manager effective public relations campaigns and miller, richard to work toward message consistency and mitchell, melanie discipline. rivera, jorge NEA Public Relations is also respon- scott, shawn sible for NEA’s Read Across America terrell, lennell program, which helps to focus the nation’s waid, betsy attention on the importance of motivating williams, george children to read in addition to helping them master basic skills. Public Relations (202-822-7200) linebaugh, andrew, director (FAX: 202-822-7292) The goal of NEA Public Relations is Administration to position NEA as the nation’s leading scott, tonya, manager advocate for public education and public griffin, heather educators by providing information to the general public and NEA key stakeholders Advertising and Broadcast Services through an integrated program of paid snider, steve, manager and earned media, including print, broad- barnes, shadé cast and interactive vehicles. cosenze, chris NEA’s public outreach campaign in- ducey, dave cludes national, state-level, and grassroots green, darrius

53 Program and Administration hristakos, jim selected NEA departments coordinate johnson, sewell their work to craft a quality public policy lewis, eric to advocate at the bargaining table, in state legislatures, and in Congress. Staff Executive Communications connected to the Center are tasked with speight, anitrá, manager analyzing current and proposed policy, cahoon, cecil recommending improvements to existing gonzalez, miguel policy, and developing new policy pro- hudgins, michelle posals. To assist in this task, staff scan for jones, michael trends, best practices, and future needs lyons, jasmine of the public schools. We encourage our parks, ramona staff to document the state of affairs and robertson, k. sara publish their work within NEA guide- potter, will lines. Staff are available to provide technical assistance to state affiliates and their National Communications colleagues in the NEA’s Field Operations. grant, steve, manager This Center incorporates strategic com- campos, christiana munications planning into its work and carter, joyce (rené) project development from the inception. jenkins, bernadette (deane) This Center will champion the criteria johnson, karen for a Great Public School and support the maiers, staci effort of NEA to make access to such a merina, anita school the basic right of every child. zlochiver, bronna Collective Bargaining and Member State Communications Advocacy gattis, eddy, manager (202-822-7080) alvarez, brenda (FAX: 202-822-7833) fernandez, celeste Collective Bargaining and Member grissom, stacey Advocacy delivers programs and services lemken, steve that safeguard members’ employment wofford, cory rights, protect members from professional liability, and support state affili- THE CENTER FOR GREAT PUBLIC ates on collective bargaining, compensa- SCHOOLS tion, health care, and retirement issues. The Center for Great Public Schools is A major strategic goal for the NEA and the umbrella for all NEA departments re- CB&MA is to achieve a $40,000 starting sponsible for content and the implemen- salary for all teachers, a living wage for tation of the relevant components of the all ESPs, and engage higher education af- NEA Strategic Plan. Within this Center, filiates in effective salary campaigns.

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The Collective Bargaining and crawford, timothy Compensation staff provide support to feakes, m. lynn state and local affiliates to preserve and gladden, melanie (faith) expand collective bargaining rights for gonzalez garrett, christine g. education employees and to improve haskins, kareema members’ compensation and benefits (in- hutton, marilyn a. cluding pension and health care benefits). kaiser, cindi de capiteau Grants, training, consultation, software kilpatrick, david d. applications, publications, and conferenc- king, donovan es are provided to assist state affiliates. lewis-carmon, gina Legal Services Programs staff admin- long, lisa ister the Kate Frank/DuShane Unified malone, carol h. Legal Services Program, which provides mckenzie, nancy l. legal defense services to protect members’ quick, cheryl a. employment rights, and the Educators schlein, david Employment Liability Program, which solomon, joel provides professional liability insurance thompson, jacqueline for members who are sued for damages winans, dave due to incidents arising out of their em- wortherly, kenya ployment. Members may access either york, carolyn of these programs by contacting their local UniServ staff person or the legal Education Policy and Practice services office of their state affiliate. (202-822-7321) Other legal services programs include the (FAX: 202-822-7482) Fidelity Bond Program, which protects The Education Policy and Practice the Association at all levels from loss of Department serves as NEA’s primary funds due to theft or employee dishones- policy and practice center on elemen- ty, the Association Professional Liability tary and secondary education issues. The Program, which protects local, state, and Department is partially organized based national Association officers and staff on the Great Public Schools criteria ad- from personal financial liability when opted at the RA. There is a staffed desk they are sued as a result of their work for for each of the seven GPS criteria: school the Association, and the Attorney Referral readiness, standards/curriculum, testing/ Program, which assists NEA members in accountability, teaching and learning con- obtaining personal (not employment-re- ditions, quality educator workforce, par- lated) legal services at a reduced cost. ent/family involvement, and funding. EPP has five additional desks covering special raabe, bill, director education, high school reform, 21st centu- bilal-threats, da’aiyah ry skills/STEM issues, English Language cornejo, maria-lily Learners, and vouchers/charters.

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EPP is also the lead department on the External Partnerships and reauthorization of ESEA, including the Advocacy implementation of NEA’s strategies for (202-822-7446) the reauthorization, as adopted at the 2006 (FAX: 202-822-7117) RA. In addition, EPP serves as NEA’s External Partnerships and Advocacy lead liaison with the U.S. Department of is responsible for programs and outreach Education. initiatives that build collaborative rela- EPP also monitors and responds to at- tionships between NEA and other orga- tacks on public education, such as vouch- nizations and entities in support of NEA’s ers, through the Toolkit to Advance Public vision that every student has the basic Education. right to attend and achieve in a great pub- EPP staffs both the Professional lic school. By fostering mutual respect Standards and Practices Committee and and shared responsibility with parents, the ESEA Advisory Committee. families, and communities, the EPA staff seeks to ensure all public students have a packer, joel, director quality education that will help them suc- brilliant, kay, associate director ceed in the future. brooks, darlene g. Staff collaborate with various exter- depp-tyler, rita nal partners such as parent organizations, eubanks, shyrelle community organizations, education or- floyd, richard l. ganizations, foundations, the private sec- foley, beth tor, and other advocacy groups to: hagey, janis • formulate and deploy strategies/ harris-aikens, donna programs aimed at closing achievement kapinus, barbara gaps; kochuk, nancy • providing adequate resourc- malarz, lynn es to teachers and education support martínez, luis-gustavo professionals; miller, scott • preparing students for technology nogan, susan of the 21st century; prejean, andrea • increasing starting salaries for ralabate, patti teachers and ensuring a living wage for ratnayaka, manjusri education support professionals; reed, patricia • assisting state affiliates to increase seidel, sylvia and stabilize state funding for public tate, robert (bob) schools; tuck, kathy • assisting local affiliates to build co- williams, gwen alitions and engage the public in conver- zembar, thomas sations that result in community support of NEA state policies.

56 Program and Administration mclaurin, phil, director bullying and sexual harassment in our hernández, rufina, associate director schools; arum, peter • Trains minorities and women to breedlove, carolyn assume leadership roles within the chapelle, nesa Association; hantgan, roberta • Produces resources guides, train- massie, ruth ing materials, newsletters, research re- mcclarty-roberts, gabrielle ports, policy briefs, and other materials northcutt, audrey faye related to human and civil rights and im- saucedo, tomás proving the education of minorities, girls soviak, liza and young women, and English language stein, barbara, manager learners; • Administers the annual Human and Human and Civil Rights Civil Rights Awards Program to honor in- (202-822-7700) dividuals and affiliates that stand up and (FAX: 202-822-7578) defend human and civil rights. NEA Human and Civil Rights advo- In addition, HCR annually conducts cates for social justice, equity, and equal three major events just prior to the NEA access for public school employees and Representative Assembly: the Ethnic students in order to achieve the goal of a Leaders Meeting, the Joint Conference great public school for every child. on Concerns of Minorities and Women, Divided into the Equity and Access and the Human and Civil Rights Dinner. Group, the Leadership Development and HCR also conducts a Human and Civil Training Team, and the Administrative Rights Coordinators Meeting every two Team, HCR: years. • Works with NEA affiliates, exter- HCR works with four NEA Standing nal organizations and members, to help Committees: the Ethnic Minority Affairs school employees create learning envi- Committee, the Human and Civil Rights ronments that are both safe and challeng- Committee, the Sexual Orientation and ing for all students. Gender Identification Committee, and the • Develops and sponsors workshops, Women’s Issues Committee. Moreover, trainings, and conferences for members, HCR works with the following caucus- leaders, and staff; es: the American Indian/Alaska Native • Provides content and technical in- Caucus, the Asian-Pacific Islanders formation to members and affiliates on Caucus, the Black Caucus, the Hispanic meeting challenges such as closing the Caucus, and the Gay and Lesbian, Bisexual achievement gaps, overcoming discrimi- and Transgender Caucus. nation and stereotyping based on race, ethnicity, income, gender, language, Office of Director or sexual orientation, and eliminating simmons, sheila, director

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Administrative Services and Program and maintaining the curriculum and con- Support tent for the NEA Academy; determining diaz-delgado, samara (sam) the feasibility of an online-accreditation green, alexzine process for a Great Public School; and nephew, shannon providing technical assistance to state af- smith, jeanita filiates on NEA products and programs to williams, sabrina, manager support our members. The current products and programs that Equity and Access NPP offers include, Keys to Excellence for tijerina, joe, associate director Your Schools (KEYS), a research-based alston, denise program to help our affiliates address qual- bacon, linda ity school issues; and I Can Do It, a high cabral, linda quality classroom management program dianda, marcie originally developed by our California greene, judy affiliate, is now available on-line. NPP haynes, aisha manages a process for determining the sheridan, david professional needs of our members and verdugo, richard affiliates, and recommending and/or developing products and programs which Leadership Development and Training meet those needs. NPP also provides bailey, monique assistance to the NEA state affiliates to barker, gladies (gaye) support their capacity in implementing canton, nelson or piloting professional development pro- gilmore, al-tony, manager grams to increase student achievement. glymph, cassandra hicks, diane te, bouy, director kim, robert blanford, tom, associate director phelps, genevieve (jenny) arcilla, aurora rios, pamela hodge, romaine wright, patricia james, linda lunaria, danilo New Products and Programs nacson, jacques (202-822-7358) washington, don (FAX: 202-822-7482) yilmaz, sonia jasso The NEA New Products and Programs Department (NPP) is responsible for Research maintaining quality control of the NEA- (202-822-7400) endorsed professional development and (FAX: 202-822-7697) school improvement products; deliver- NEA Research supports the NEA ing NEA programs on-line, establishing Center for Great Public Schools by

58 Program and Administration conducting surveys and policy research, lester, denise developing current and historical trend manalaysay, solita data sets, and providing analyses that sup- mckeon, denise, manager port and advance the Association’s stra- mcquaide, judith tegic goals. NEA Research collaborates mitchell, deborah with outside research groups and federal petko, michael and state research agencies. The work of sanares, maria nenita f. the department focuses on the following sheffield-thompson, cathie areas: Teaching and Learning, Pre-K- smith, bill 12, Funding for Great Public Schools/ tang, weizhong (tim) Education Finance and Economics, walters, joanne Education Support Professionals, and whiting, brooke e. Higher Education. wolman, paul NEA Research regularly publishes yeargin, allison statistical reports and research and brief- ing papers. In collaboration with NEA Teacher Quality Collective Bargaining and Member (202-822-7350) Advocacy, the department hosts a bian- (FAX: 202-822-7482) nual Research Conference. Committed to the view that the teacher is the single most important factor af- henderson, ronald d., director fecting student achievement, the Teacher williams, chuck t., assoc. director Quality department seeks to help teach- arrigo, dorothy ers achieve high standards of practice and cain, tiffany maintain those standards throughout their comsti, marissa (chi chi) careers. costanzo, rex In advocating quality teaching that en- cutlip, glen sures quality learning, the department ad- demarest, elizabeth (betty) vances a definition and an understanding detalla-payne, bronwyn of a quality teacher that incorporates rig- dial, thomas orous standards and offers comprehensive drury, darrel w., manager support systems to meet those standards. findlay, chris It develops policies, products, services, gandy, leah and information to support the profes- garrison, wayne sional growth of NEA members and to glenn, robert w. sustain a diverse workforce of quality hershcopf, melissa teaching professionals. hill, linda j., manager The department serves members and holmes, dwight advances the profession by: hurley, edward j. • Providing resources, includ- kahn, michael m., manager ing grants to state and local affiliates

59 Program and Administration targeted to innovative programs that pro- sossa-schwartz, gladys mote teacher quality; stanford, angel • Offering technical assistance and wagoner, faye services, including training programs, workshops, and seminars; help in devel- Other NEA Departments oping partnerships and coalitions; and implementation of model programs; Conference and Facilities • Working with national partners on Management the development and application of rigor- (202-822-7680) ous standards for the preparation, licen- (FAX: 202-822-7767) sure, advanced certification, and qual- Conference and Facilities Management ity professional development of teachers. coordinates the internal and external con- Partners include: the National Council ference planning of the Association and for Accreditation of Teacher Education oversees building operations, building se- (NCATE); the Interstate New Teacher curity, procurement, and the creative de- Assessment and Support Consortium sign, printing and mailing services. Staff (INTASC); and the National Staff also ensure adequate insurance coverage Development Council (NSDC); and risk management for all Association • Providing access to information on activities, coordinates Association tele- effective practice, promising programs phone communications coverage, and and strategies, teacher quality standards provide administrative oversight of the and support systems, and relevant and NEA Café and catering services. timely research; Within Conference and Facilities • Supporting members through the Management, Conference and Travel teacher development continuum, which Services staff schedule and help plan includes new teacher recruitment, prepa- more than 3,000 Conference Center meet- ration and accreditation, induction and ings a year. Staff members also arrange mentoring, licensure and certification, for airline and ground transportation, car continuing professional development, rentals, and hotel reservations for gover- teacher evaluation, teacher leadership, nance leaders and staff. External Meeting and advanced certification. Services staff members plan and coordinate approximately 300 meetings and eubanks, segun, director conferences outside NEA, as well as the carmon, susan, associate director Annual Meeting. anderson, margaret Purchasing staff oversee the procure- davin, linda ment and assignment of equipment, sup- dorrington, adriane plies, and furniture. Facilities Services ferguson, sarah staff are responsible for all areas of build- johnson, greg ing services, safety, maintenance, and ap- lopez, carmen pearance. Print Media Production staff

60 Program and Administration provide graphic design, printing, copy- price, nina ing, and mailing services throughout the ramos, jose agustin Association. rivera, deborah robinson, carl nuanes, richard j., director roland, jerome aguirre, martin rollocks, michael arce, josé, jr. sparks, james arnold, jane tuck, fred baldorado, victor turner, shirley barber, justin valentin, william t. bengero, danilo r. vaughan, william e. (buster) bradley, ellen s. brown, anthony (tony) Enterprise Technology Services carroll, angela d. (202-822-7501) cedeño, kelly (FAX: 202-467-6783) coble, frances Enterprise Technology Services (ETS) cooper, john provides state of the art information tech- coronado, luis nology tools that help NEA and affiliates davis, lorenzo maximize the Association’s resources to dominguez, kimberly promote their agenda, conduct day-to-day earl, denard business, and recruit and serve members farrell, kenneth m. efficiently and effectively leveraging the garrett, schaloyn Internet. ETS provides integrated infor- goode, jeffrey l. mation systems for membership, legal howard, robert, jr. services, finance, compensation, budget- hubbard, robert (tino) ing, bargaining, content entry and con- jackson, jeannette tent management, government relations, kehs, cathleen (caty) human resources, UniServ grants and kuznesov, anna representatives training, delegate allo- laufe, mark t. cation, and registration. ETS maintains lee, daniel j. a technical infrastructure of networks, lucas, everett b. servers, security, databases, system soft- mack, charles e. ware, Internet connectivity, and disaster marlett, james recovery plans to support the operation mccoy, sean of the information systems. ETS pro- mosley, christine zehender vides a coordinated approach to tech- nugent, vanessa nology for both NEA and the affiliates okochi, toshie through a continually updated technol- palomo, maria c. ogy plan, staff development workshops, porter, reuben the Information Technology Conference,

61 Program and Administration and ongoing consultations. ETS conducts patrice, thaddeus domonic research to assess the impact of new tech- perry, valerie f. nology and changes in service upon NEA qazi, dhuva and its affiliates. raul, robin saucedo, moira collins, janice (jan), chief information scimonelli, donna m. officer seidman, david t. dade, janet, director taylor, vloneeka (mimi) todd, patricia bao, su tran, tuan (andy) basurto, cesar a., manager turner, malcolm craig blake, richard vazquez, michael brinkley, henry webber, manny brown, lillian weitzel, derek chen, kenneth w. wexler, nicole compton, steven e. whalen, keith constant, gloria a., manager wilkinson, shirley cotterill, peter williams, ian daly, ray williams, steve dobbs, john wilson, lorraine dunne, sebastian wolkin, jan m. garrison, margaret herrington, brad m. Financial and Membership heyer, christopher Services hurlburt, michael (202-822-7069) john, anil (FAX: 202-822-7669) jones, jimmy Financial and Membership Services in- kapustik, john cludes two teams. The Financial Services kendal, john w. team includes NEA General Fund and klieger, michael j. Special Purpose Fund accounting, kothandaraman, rajan Financial Systems Application Support, li, huiing (helen) and Affiliate Assistance and Business manas, bruce Development. The Membership Services mccormick, arthur (mac) team includes Membership Management merwin, tomas (tom), manager and Systems Support as well as Financial mills, r. anthony, manager and Regulatory Compliance. mitchell, janet Financial Services is responsible for muller, ken the receipt, recording and disbursement nguyen, donald k. (don) of NEA general funds. The team utilizes nyantakyi, emmanuel (manny) the Financial Management System to

62 Program and Administration gather and report the financial informa- Business Managers Connection newslet- tion in support of the Association’s stra- ter for affiliate financial executives. tegic budget. The team safeguards the The Membership Management and assets of the Association, establishes and Services team is responsible for overseeing maintains effective internal controls, pro- the Individuals & Affiliates System that vides accurate periodic financial reports manages NEA membership information, in conformity with generally accepted ac- ensuring data integrity, providing mailing counting principles, collects membership extracts for NEA publications, providing dues, and coordinates the investment of trend analysis, and defining system en- Association funds. Accounting services hancements required by law or changing for NEA Special Purpose Funds, includ- business needs. The team also provides ing the Employees’ Retirement Plan of analysis and assistance to NEA and state NEA, NEA Post Retirement Health Care affiliate program area projects, evaluates Trust, NEA Members Insurance Trust, state affiliate membership processing pro- NEA 401K Retirement Savings Plan, cedures, and develops and provides sys- NEA Media Fund, NEA Ballot Fund tem training to NEA and state association Initiative/Legislative Crisis Fund, NEA- staff. They are responsible for allocating Retired, NEEAF and other NEA Council and registering delegates to the annual entities are also provided. Representative Assembly, maintaining the Financial Services team members NEA Convention System, responding to seek to enhance the productivity of NEA membership-related policy inquiries, and and affiliate staff by evaluating business assuring compliance with NEA Bylaws, process needs and upgrading and expand- Constitution, and Standing Rules. ing the utility of supported financial soft- As part of Membership Services, the ware tools. The team also coordinates Financial and Regulatory Compliance the implementation of administrative team is responsible for the financial re- policy and procedures that improve and porting for the NEA Fund for Children enhance the overall operation of NEA. and Public Education and assuring com- Team members provide training to NEA pliance with various Federal Election and affiliate users through onsite training, Commission, Internal Revenue Service, computer-based training, Internet based and Department of Labor rules and training, Internet-based conferencing and regulations governing NEA and af- application sharing, as well as coordinate filiates. Additionally, this office works services for NEA and state and local af- closely with the Office of Internal Audit filiates in accounting, business, and finan- and Budget and Human Resources in the cial matters, including the annual meet- development of personnel benefits cost ing of state affiliate business management projections and monitors actual results executives and production of the monthly throughout the year.

63 Program and Administration thompson, bill, director negotiates and maintains contracts with anderson, david each of the three recognized staff bar- awrich, howard gaining units at NEA and consults on a binder, stan broad range of personnel-related issues. currie, frances Human Resources partners with the lead- dassonville, nancy ership to strengthen their capacity to set edgeworth, sherry clear organization direction, develop and french, karen manage performance systems and cre- grindle, jocelyn ate an environment where people thrive. guess, katherine j. Organization Development strategies are hargrove, timothy employed to align the people systems johnson, catherine (kitty) with the organization’s mission, vision, krishna, vijaya (v.j.) values and goals. larrea, tammy (mimi) The unit also oversees workplace en- le, vi t. vironmental and ergonomic issues, ana- man, michael lyzes and classifies position descriptions markoff, doug to ensure consistency and pay equity, and mileo, joan recruits an NEA workforce that reflects perruso, gail NEA affirmative action objectives. This pinkney, nikole office administers a broad benefits pro- powell, james (doc) gram, maintains the time, attendance, and roberts, tamara (tami) payroll system for NEA employees, and rousseau, lori promotes the ongoing education, training, shannon, brian and learning of all NEA staff. Through snow, douglas the Health and Wellness function, NEA stephenson, altamead employees receive preventive screening, strecker, janet fitness training, and general wellness takacs, joe support. vu, thinh williams, cathy garcia, julie, director aquino, marilyn Human Resources/Organizational barajas, gloria Effectiveness battle, kimberly (202-822-7600) burnside, nadine l. (FAX: 202-822-7619) chung, soo Human Resources develops and imple- doyon, mary ments a comprehensive human resource el-attrache, loretha support system that recruits, maintains, fellows, colleen and empowers a competent and diverse groves, jim NEA workforce. Human Resources hardeman, sandra

64 Program and Administration healy, donna raaction/index.html) during the Annual hundley, william (charlie) Meeting. NEA.org uses multimedia pre- jackson, theresa sentations, blogs, discussion boards, and matthews, helene polls to attract greater attention to issues mccrae, esther that are critical to the Association. IM pangilinan, al also provides content for Connect, NEA’s penn, corene intranet. sluchansky, steven IM works with NEA’s Center for Great spratley, wanda Public Schools and PR to build a unified stephens, lillian communication strategy into the Center’s thomas, patricia major initiatives from their inception. vall-lloveras, luis walker, andrea hiraoka, leona, director asif, rizwana Interactive Media blackburn, marsha p. (202-822-7207) chavez-talley, paula (FAX: 202-822-7206) chovan, michelle NEA’s Interactive Media department durant, sheala creates the Association’s magazines and fischer, william e., manager main website, NEA.org. Working with flannery, mary ellen other NEA departments, state and local gardner, bonnie affiliates, and with NEA members them- hammond, joseph selves, IM staff create products that en- holcomb, sabrina gage and mobilize members and the pub- jehlen, alain lic, and help build a national presence for kopkowski, cynthia the Association. lehane, con This department publishes NEA litvinov, amanda Today, the nation’s largest education long, cynthia magazine (circulation 3.1 million; on lopez, christian the web at www.nea.org/neatoday); This luquis, lavonne, manager Active Life (for NEA-Retired members, padgett, debbie on the web at www.nea.org/activelife); ritter, brad Tomorrow’s Teachers (for NEA Student rosales, john Program members, www.nea.org/tomor- spence, earline, manager rowsteachers); the Advocate (www2. toner, mark, manager nea.org/he/advo-new/index.html) and trued, alice Thought & Action (www2.nea.org/he/tan- walker, timothy da.html) for higher education members; and young, john RA Today (www.nea.org/annualmeeting/ zauber, karen

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Marketing and Information Related NEA Organizations Services (202-822-7898) Health Information Network (FAX: 202-822-7377) (202-822-7570) Marketing & Information Services (FAX: 202-822-7775) supports NEA’s efforts to ensure a great This year, the National Education public school for every child by develop- Association Health Information Network ing and implementing strategies to gen- (NEA HIN) celebrates its 20th year as erate non-dues revenue. Such strategies NEA’s health and safety division. By es- include selling advertising in NEA Today, tablishing HIN as a separate 501(c)(3) or- This Active Life and on the NEA web site, ganization in 1987, NEA honored its com- and securing corporate sponsorships to mitment to promoting the health of public underwrite a portion of the NEA Annual education employees and students. HIN Meeting and other NEA events. links members with local, state, and na- Marketing & Information Services is tional health organizations in the pursuit also responsible for acquiring and mar- of providing health and safety information keting professional books and materials nationally through NEA’s state and local through the NEA Professional Library affiliates. Additionally, NEA HIN advo- (800-229-4200; www.nea.org/books). cates for adequate health protections in Additionally, Marketing & Information the workplace and develops training and Services is responsible for promoting the technical assistance materials that help NEA Teacher ToolKit and NEA created employees and students practice healthy online professional development opportu- behaviors and make healthy decisions. nities. Marketing & Information Services NEA HIN’s mission is to improve the also works closely with other NEA de- health and safety of school personnel and partments to provide strategic marketing students by providing the school commu- support for NEA products. nity with vital and timely information that will support teaching and other education- coffin, lynn m., director al services and increase student achieve- geier, rick ment. Since its inception, NEA HIN has henson, branita griffin addressed numerous health and safety johnson, laurie related issues that affect NEA members and students, including HIV/AIDS, substance abuse, breast and cervical cancer, teen pregnancy, mental wellness, physical activity and nutrition, school safety, and school environmental quality, including asthma and indoor air quality. As a non-profit organization, NEA HIN raises most of its own operational

66 Program and Administration and program funds from government education employees to ensure that all agencies, corporations and private founda- students succeed. Since the creation of tions. HIN has its own Board of Directors, its endowment in 1985, the foundation comprising NEA officials, corporate offi- has awarded grants to thousands of NEA cers, private citizens, and members of the members throughout the country to sup- medical community. HIN tackles some port innovative work and professional of today’s most critical health issues, of- development. It believes that student suc- fers health and safety training sessions cess depends on having a quality teacher at national, state and local meetings and in every classroom and quality education conferences, carries out projects target- support professionals in every school and ing important issues in public health, and higher education institution. distributes health-related information lit- To this end, The NEA Foundation sup- erature in both hard copy and online. ports a variety of efforts by teachers, edu- HIN’s success lies both in its broad cation support professionals, and higher reach and in its ability to merge science education faculty and staff to improve and research-based principles with inno- student learning in the nation’s public vative approaches and political realities schools, colleges, and universities. Its work in order to create positive change in the includes varied grant and award programs; public health of communities. Using this studies and reports on topical education is- methodology, HIN engages NEA’s audi- sues; workshops, conferences, and sympo- ence with action-oriented and dependable sia; publications based on grantees’ work; resources that help them to improve their and opportunities to contribute to public health and wellbeing. education through its endowment. The Foundation’s programs for newberry, jerald, Executive Director 2006–2007 include continued support of boddie, jamila our flagship grant program, Closing the kolsky, zak Achievements Gaps, that places union- romney, hugh district collaboration at the center of simpson, bette closing the achievement gaps district-wide sathrum, paul r. for economically disadvantaged and mi- wilinski, bobbie nority students while making progress for young, jennie all. The foundation has awarded grants to: the Hamilton County Education The NEA Foundation for the Association (Chattanooga, TN) and the Improvement of Education Hamilton county Board of Education, (202-822-7840) and their partners; Milwaukee Teachers’ (FAX: 202-822-7779) Education Association and Milwaukee (www.neafoundation.org) Public Schools, and their partners; and The NEA Foundation was created the Seattle Education Association and in 1969 by the NEA to inspire public Seattle Public Schools, and their partners.

67 Program and Administration

The foundation will also be conducting a mark chichester, Executive Director, symposium on teacher leadership to im- Aspen Institute Socrates Society, prove the literacy of struggling readers Washington, DC and funding grants to improve profes- therese crane, Education Advisor, sional development for public education AOL, Dallas, TX employees and raise student achievement lauri fitz-pegado, Principal, The progress for all. On behalf of the NEA, Livingston Group, Washington, DC the Foundation awards fine arts grants and christopher p. gardner, President occasional awards, such as NEA’s Books & CEO, Gardner Rich & Company, Across America, which provides fund- Chicago, IL ing to public school libraries for books lionel c. johnson, Vice President & and materials. In addition, the founda- Director International Government tion will continue to celebrate excellence Relations, Citigroup, Inc., in education through a variety of awards Washington, DC presented at its annual gala. nita jones, Representative, NEA Board Detailed information on all of The of Directors, Dyersburg, TN NEA Foundation’s grants, programs, herb levitt, Representative, National awards, and publications can be found Council of Urban Education on its website, www.neafoundation.org. Associations, Edison, NJ The website also includes descriptions of elizabeth lisboa-farrow, President & funded projects, grant guidelines, and full CEO, LISBOA, Inc., Washington, DC text of downloadable, free publications. jessica mendoza, U.S. Olympian, The NEA Foundation’s Board of Camarillo, CA Directors, which determines the policies larry nelson, Director Global and oversees the operation of the foun- Education & Learning Community, dation, includes leading figures in educa- SUN Microsystems, Menlo Park, CA tion, business, culture, and the NEA. harriet sanford, President & CEO, The NEA Foundation, Washington, Board of Directors: DC Chair: louis g. lower, ii, President & steven sidel, President, Discovery CEO, The Horace Mann Companies, Education, Discovery Communi Springfield, IL cations, Inc., Silver Spring, MD Secretary-Treasurer: john i. wilson, jean margaret smith, Sr. Vice Executive Director, National President, Public Affairs & Education Association, Washington, Administration, Nickelodeon, New DC York, NY r. joseph bower, Director Business aaron wallace, Chief of Staff, Florida Development, Pricewaterhouse Education Association, Tallahassee, Coopers, LLP, Washington, DC FL

68 Program and Administration reg weaver, President, National the NEA membership. These products Education Association, Washington, include: DC jessie t. woolley-wilson, Executive NEA Insurance Programs Vice President, LeapFrog Enterprises, • NEA DUES-TAB Insurance* Inc., Emeryville, CA • NEA Group Term Life Insurance Plan* Staff: • NEA AD&D Insurance Plan* harriet sanford, President & CEO • NEA Guaranteed Issue Life Plan* carol edwards, Director of Programs • NEA Preferred Term Life Insurance gloria lyons, Director of Plan* Administration • NEA Level Premium Group Term ian blyth, Communications Associate Life Insurance Plan* susan burk, Planning & Special • NEA Premier Accidental Death Projects Manager Insurance Plan* jennifer davis, Development Assistant • NEA MemberCare® Critical Ill deanna duncan grand, Development ness Benefit Officer • NEA MemberCare® In-Hospital nedra j. helenburg, Administrative Plan Assistant • NEA Income Protection® Plan jocelyn huber, Grants Manager • NEA MemberCare® Long-Term carol s. mcguire, Executive Assistant Care Insurance Program anna d. smith, Database Specialist • NEA MemberCare® Medicare Supplement Program * NEA Member Benefits • NEA Homeowners® Insurance 900 Clopper Rd., Suite 300 • NEA Members Auto & Home Gaithersburg, MD 20878 Insurance Program® (800-637-4636) (301-251-9600) NEA Financial Services Programs (FAX: 301-527-8210) • NEA RateSmartsm Credit Card (www.neamb.com) • NEA-Sponsored Money Market The NEA Member Benefits Program Account® is delivered through NEA’s Member • NEA-Sponsored CD Benefits Corporation (NEA’s MBC), a • NEA Rewardssm American wholly owned subsidiary of the NEA. Express® Card NEA’s MBC is governed by an eight- • NEA WorldPoints® Credit Card member Board of Directors. • NEA Quantumsm Credit Card NEA Member Benefits offers qual- • NEA Platinum Plus® Credit Card ity products with broad accessibility to

69 Program and Administration

• NEA Premier Gold® and School • Understanding Your Disability Days® Credit Cards Income Protection Needs • NEA-Retired Credit Card • A Shopper’s Guide to Long-Term • NEA Home Financing Program® Care Insurance • NEA Personal Loan® and NEA Line of Credit® • NEA National Board Certification *Provided by the NEA Members Insurance Trust® Loan® **Includes Hertz and Alamo NEA Investment Programs Note: Not all products are available in every state • NEA Valuebuilder® Variable An No dues dollars are used to market NEA Member Benefit products. nuity TSA • NEA Valuebuilder® Mutual Fund TSA • NEA Valuebuilder® Mutual Fund Board of Directors 457 lily eskelsen, chairperson, Secretary- • NEA Valuebuilder® Traditional Treasurer, National Education and Roth IRA Association, 1201 16th St., N.W., • NEA Valuebuilder® Post Employ Washington, DC 20036, (202-822- ment Healthcare Reimbursement Account 7479), [email protected] • NEA Valuebuilder® Retirement dennis van roekel, Vice President, Income Director National Education Association, 1201 16th St., N.W., Washington, DC NEA Consumer Discount Programs 20036, (202-822-7499), • NEA Car Rental Program®** [email protected] • NEA Magazine Service® william bjork, President, NEA-Alaska, • NEA Bookstore 4100 Spenard Rd., Anchorage, AK • NEA Cellular 99517, (907-274-0536), bill.bjork@ • Collette Travel neaalaska.org • NEA Long Distance sarah borgman, Director of Retired, • Nolo Wakarusa, IN, [email protected] al mance, Executive Director, NEA Member Education Guides Tennessee Education Association, • Managing Credit 801 Second Ave., N., Nashville, • Homeowners Insurance TN 37201-1099, (615-242-8392), • Understanding Medicare and [email protected] Medicare Supplement Insurance • Tax-Deferred Annuities

70 Program and Administration susan kuziak, Executive Director, Utah Trustees Education Association, 875 East 5180 lily eskelsen, chairperson, National S., Murray, UT 84107-5299, (801) Education Association, 1201 16th 266-4461, extension 104, susan. Street, NW, 8th Floor, West Wing, [email protected] Washington, DC 20036, (202) 822- sheridan pearce, President, Federal 7479, [email protected] Education Association (Designee for robert h. chanin, NEA General Reg Weaver), 1201 16th Street, N.W., Counsel, NEA Headquarters, 1201 Washington, DC 20036, (202) 822- 16th Street, NW, Washington, DC 7857; [email protected] 20036, (202) 822-7035, rchanin@ terri sanders, Mountain Home, ID, nea.org [email protected] andrea (chris) banks, Huntingtown, MD, [email protected] NEA Member Insurance Trust david duvall, Executive Director, 2006–2007 Colorado Education Association, The NEA Members Insurance Trust 1500 Grant Street, Denver, CO exists solely for the benefit of NEA 80203, (303) 837-1500, dduvall@nea. members. Insurance programs currently org available to members include the NEA dr. yvonne b. freeman, Snellville, Preferred Term Life Plan, the NEA Group GA, Yvonne.freeman@comcast,net, Term Life Plan, the NEA Level Premium [email protected] Term Life Plan, the NEA Joint Protection dr. valerie maholmes, Washington Plan, the NEA Accidental Death and DC, [email protected] Dismemberment Plus Insurance Plan, judy l. schaubach, President, the NEA Guaranteed Issue Life Plan, Education Minnesota, 41 Sherburne the NEA Premier Accidental Death Plan Avenue, St. Paul, Minnesota 55103, and the NEA MemberCare Medicare (651) 227-9541, judy.schaubach@ Supplement Program. educationminnesota.org The NEA Members Insurance Trust also provides NEA DUES-TAB life insurance to eligible members. NEA DUESTAB offers, among other benefits, a special $150,000 unlawful homicide benefit for deaths that occur on the job.

71 Program and Administration

NEA Member Benefits Staff hudson, barry phoebus, gary, President & Chief isabella, chris Executive Officer jiang, jenny mentzer, ron, Chief Financial Officer jones, ken merrill, marvin, President Emeritus josephs, aldeane abrigo, pamela keefe, andy adams, kimberley s. kendall-freas, guy allen, michael knight, jason austin, gary krumbiegel, snookie bacon, anishia lee, marygrace baggott, pat lee, rick barnes, candy lendrim, sarah benskin, connie levy, steve boone, robin lindsey, kimberly boswell, bryan lowell, chris byrd, juanita lumb, stan bradley, karla lyons, valerie chang, joanne mabey, sean christian, angela mancuso, marie clark, trudi marques, bob cooke, ellen martin, randy cunningham, lee mcclain-johnson, carolyn cupolo, kathy mckay, kathleen curry, cathy melville, holly davis, betty merchant, jo ann davis, richard muench, teresa deane, bernadette osterling, brian disk, jennifer pangelinan, dulce drerup, amy parambil, joe drummond, lisa perlman, sloane eugene, steve picone, liz evans, cecilia pierce, ron fell, leisa price, mary forde, jacqueline profitt, ben frattini, charlotte reid, zach gann, dina reilly, mike hardey, susan rempe, mark hardwick, chad richards-solomon, marian hight, diane robinson, cheryl hou, julia robinson, sis

72 Program and Administration robinson, wini sotir, lisa rosales-esmieu, nina st. clair, cathy rough, maureen sterling, stacie ruggiero fox, sue terwilliger, doug schruefer, elizabeth thompson, wilfred, jr. scott, charlene vandegrift, mavis sepp, diem weaver, maureen shodiya, zac wendland, john smith, ann whitfield, muriel l. smith, richard williams, terri smith, sue wilson, pam snowden, pat

Other Organizations

National Council of State Education NCSEA assists officers and staff of Associations (NCSEA) NEA state affiliates in improving the organization, administration, and activi- Pres.: carolyn dumaresq, Executive ties of state education associations. The Director, Pennsylvania State Teachers council serves as a forum for communica- Association, 400 N. 3rd St. P.O. Box tion and interchange of ideas among state 1724 (717-255-7000; Fax 717-255- and national leaders, provides guidance 7128), [email protected] related to NEA policy and programs on Pres. Elect.: john wright, President, behalf of state affiliates, and encourages Arizona Education Association, 345 and promotes cooperation of state leader- E. Palm Lane, Phoenix, AZ 85004 ship in policies, positions, and programs (602-264-1774; fax: 602-240-6887), of NEA. It also helps bring about a closer [email protected] constructive working relationship be- Coordinating Vice-Pres. for Governance: tween the state associations and NEA. princess moss, President, Virginia NCSEA officers are elected for one Education Association, 116 South year terms, which begin immediately fol- Third Street, Richmond, VA 23219 lowing the annual summer meeting held (804-648-5801; Fax: 804-775-8379), in late June at the NEA RA. The annual [email protected] fall meeting is held in late November. Coordinating Vice-Pres. for Management: jerry caruthers, National Council of Urban Executive Director, Oregon Education Education Associations (NCUEA) Association, 6900 SW Atlanta Street, Plaza 1, Portland, OR 972230-8598 Pres.: susie jablinske, Annapolis, MD (503-684-3300; Fax: 503-684-8063), [E-mail: [email protected]] [email protected] Vice-Pres.: leon p. horne, University Executive Director: mel myler, Dir., Place, WA [E-mail: lphorne@msn. NEA State Affiliate Relations/ com] Training and Organizational Secy Treas.: jayme m. merritt, Development, NEA Headquarters, Nashville, TN [E mail: jmandbt@ 1201 16th St., N.W., Suite 817, comcast.net] Washington, DC 20036 (202-822- NEA Liaisons: NEA Urban and Rural 7749; Fax: 202-822-7974), mmyler@ Initiatives, NEA Headquarters nea.org (Office: 202-822-7155; Fax: 202-822-7997)

75 Other Organizations

Regional Directors Membership in NCUEA is limited to East: sheila m. finlayson, Annapolis, urban education associations that have MD [Email: sfinlayson@mstanea. achieved an actual or has a potential mem- org] bership of 1,000 or that are recommended rick baumgarther, Regional for membership by a member associa- Director – East, Fairfax, VA [E mail: tion. Membership is also open to UniServ [email protected]] councils organized along similar lines. Central: erick huth, Hendersonville, Each member association must be an af- TN [Email: [email protected]] filiate of NEA. Dues are $300 annually, alan young, Regional Director– payable after September 1 of each year. Central, Des Moines, IA [E mail: NCUEA conducts two annual confer- [email protected]] ences designed to improve the effective- Mountain: jody dosher, Aurora, CO ness of individual member organizations [Email: [email protected]] and to make their programs more relevant ruben r. murillo, jr., Henderson, in their communities. The Fall Conference NV [Email: rubenmurillojr@aol. is for the training of urban leaders and to com] set the year’s program through the adop- Pacific: katherine underwood, tion of new business items. The Summer Moreno Valley, CA [Email: mvea- Conference is held just prior to NEA’s [email protected]] Representative Assembly to debate issues ann giles, Vancouver, WA [Email: of special interest to urban educators and [email protected]] prepare for the Representative Assembly. Director-At-Large: sergio martinez, Throughout the year the NCUEA Norwalk, CA [Email: sminca@ officers monitor the NEA Executive earthlink.net] Committee, Board of Directors, Program and Budget Committee, and UniServ Advisory Committee. The NCUEA officers lobby the appropriate NEA bodies during the year in order to gain acceptance

76 Other Organizations of the NCUEA programs. In addition, education members. NCHE is commit- NCUEA has a seat on the NEA Fund for ted to promoting academic justice and Children and Public Education. excellence. NCUEA News is published seven times Membership in NCHE is open to a year. It summarizes and interprets ac- both individuals and organizations. tions of NEA governing bodies and com- Organizational membership is available mittees that are of particular interest to for any higher education local or state- urban leaders. wide affiliate. Any NEA member current- NCUEA encourages closer working ly employed in a college or university, or relationships with both state and national on leave from or seeking employment at associations and seeks to act as a change such an institution, or any member of the agent in advocacy for members and the NEA-Retired whose primary employment improvement of education for children. was in higher education can obtain an individual membership. Any K–12 NEA National Council for Higher member or affiliate staff member who Education (NCHE) supports NCHE’s purposes and activities can obtain an associate membership. Pres.: kathy sproles, Salinas, CA NCHE meets in conjunction with the Vice-Pres: james rice, Worchester, MA NEA Representative Assembly to dis- Secy. Treas: christine domhoff, cuss issues of interest to higher education Poland, OH members and to prepare for the RA. It bill ricketts, Membership Chair, also meets prior to the annual higher edu- Omaha, NE cation conference to conduct its business carla naccarato-sinclair, Post Falls, and to elect officers. WA Throughout the year, NCHE works di- beverly stewart, Berwyn, IL rectly with the NEA Advisory Committee everett ford, Concordia, KS on Membership, the NEA Executive armando vazquez-ramos, Long Committee, Board of Directors, Program Beach, CA and Budget Committee, and other standing committees to refine and expand NEA The National Council for Higher higher education policy and programs and Education identifies and focuses the inter- to promote the concept of a Kindergarten- ests and concerns of NEA higher educa- Graduate organization. tion members and NEA higher education NCHE encourages closer working re- affiliates, promotes NEA as the repre- lationships with both state and national sentative agent for higher education, and associations and seeks to enhance the im- recommends programs within NEA to age of NEA as an organization for higher address the problems faced by higher education faculty and staff.

77 Other Organizations

The NCHE Newsletter is published ber organizations and their representation four times a year to keep members in- before the United Nations, its specialized formed on the issues and activities of the agencies, and other intergovernmental or- council and its officers. ganizations; (e) to support and promote professional freedoms of teachers and The Education International (EI) education employees and the right of their organizations to participate in the formu- thulas nxesi, president lation and implementation of educational fred van leeuwen, general secretary policies; (f) to promote the right to educa- reg weaver, executive board, North tion for all persons in the world, without America and the Caribbean Regional discrimination; (g) to foster education Representative toward international understanding, good Maison Syndicale International, will, peace, freedom, and human dignity; 5 Boulevard du Roi Albert II (8th), (h) to combat all forms of racism, bias, or 1210 Brussels, Belgium discrimination in education due to gen- TEL: 32(2) 224-0611 der, marital status, sexual orientation, FAX: 32(2) 224-0606 age, religion, political opinion, social or E-mail: [email protected] economic status, or national or ethnic ori- Web: http://www.ei-ie.org gin; (i) to develop the leadership roles and involvement of women in society, in the NEA is a member affiliate of Education teaching profession, and in organizations International (EI), an international or- of teachers and education employees; (j) ganization of national education unions. to build solidarity and mutual coopera- The Education International gathers into tion among member organizations; (k) to one powerful organization national mem- encourage, through member organiza- ber affiliates of teachers and other educa- tions, closer relationships among teachers tion employees from all stages of educa- and education employees in all countries tion, with a view to enabling them to exert and at all levels of education; (l) to pro- an influence corresponding to the impor- mote and assist in the development of in- tance of their social function. dependent and democratic organizations The aims of the organization are (a) to of teachers and education employees; and further the cause of teachers and educa- (m) to promote unity among all indepen- tion employees, their trade unions, and dent and democratic trade unions, both their professional rights; (b) to promote within the educational sector and with peace, democracy, social justice, and other sectors. equality for all peoples; (c) to seek and The Education International was con- maintain trade union rights; (d) to en- stituted on January 26, 1993, in Stockholm, hance the conditions of work, terms of Sweden, following the dissolution of the employment, and professional status of World Confederation of Organizations education employees and to support mem- of the Teaching Profession (WCOTP)

78 Other Organizations and the International Federation of Free Southeast Reg. Dir.: vickie jacquet, Teacher Unions (IFFTU). As the Global Duson, LA [E-mail: Vivaciousv@ Union Federation (GUF) for the educa- excite.com] tion sector, EI has a membership of 348 West Reg. Dir.: bob mccarty, national education unions, in 169 coun- Torrington, WY [Email: mcbob75 tries representing over 30 million workers @hotmail.com] in education. NCESP is a special-interest council National Council for Education whose general purpose is to represent Support Professionals (NCESP) its members in all matters relating to Education Support Professionals (ESP). Pres.: karen mahurin, Salem OR NCESP is committed to the following [Email: [email protected]] specific objectives: (1) to speak with Vice-Pres.: laura montgomery, Little a common voice on all matters affect- Rock, AR [Email: lauramtg@yahoo. ing ESP; (2) to improve the structure of com] NEA in order to ensure full and effective Treas.: robert hill, Ventura, CA participation of all ESP; (3) to develop [E-mail: [email protected]] programs which, when implemented by Secy.: judy peterson, Keizer, OR NEA, will have a positive impact on the [E-mail: [email protected]] problems faced by ESP; (4) to impact the Mid-Atlantic Reg. Dir.: nancy toombs, development of ESP training and make Henderson, KY [Email: ntoombs@ recommendations as needed, using ESP dynasty.net] members when appropriate; (5) to iden- Midwest Reg. Dir.: max bochmann, tify and support candidates for NEA of- Naperville, IL [E-mail: mboc@aol. fices who will actively work for imple- com] mentation of NCESP-adopted programs Northeast Reg. Dir: jackie aubrey, and positions; and (6) to provide the NEA Butler, PA [E-mail: [email protected]] president with a list of qualified candi- Pacific Reg. Dir: michael musser, dates from NCESP membership and to Ventura, CA [E-mail: britcar@dslex- treme.com]

79 Other Organizations actively promote the appointment of those in NEA/ESP. Associate memberships are members to appointed bodies. NCESP open to all NEA members or affiliates represents NEA education support pro- who support the specific objectives of the fessional members as an official observer Council. at the NEA Executive Committee, Budget NCESP meets twice yearly at the Committee, and NEA Board meetings. National ESP Conference and again at the The Council is committed to advancing NEA Representative Assembly. Meetings the interests of education support profes- are held to discuss all Council business, sionals at the local, state, and national conduct Council elections, and vote on levels; (7) to fully integrate ESP members Constitution and Bylaw changes and new into all NEA programs. business items. Membership in NCESP is open to both The NCESP NETWORK newsletter individuals and organizations. Organ is published at least four times annually izational membership is open to ESP lo- to keep members informed about the is- cals and state affiliates. Individual mem- sues and activities of the Council and its bers have voting rights and must be active officers.

80 State Affiliates Statewide professional associations in every state, commonwealth, and the District of Columbia, and the Federal Education Association, are dedicated to advancing the cause of education and to improving the status of their members. Affiliation with the NEA permits them to send delegates to the NEA Representative Assembly and to cooperate closely in advancing the goals of all public school employees. Further information on state affiliates is contained in Bylaw 8.

ALABAMA ALASKA Alabama Education Association NEA-ALASKA 422 Dexter Ave. 4100 Spenard Rd., Montgomery 36103-4177 Anchorage 99517 (334-834-9790) (FAX: 334-262-8377) (907-274-0536) (FAX: 907-274-0551) 8:15 a.m.–4:45 p.m. Monday-Friday 8:00 a.m.–5:00 p.m. Monday-Friday C.S.T. with D.S.T. A.S.T. with D.S.T. www.myaea.org www.neaalaska.org

Pres.: ollie underwood; ollieu@ Pres.: william bjork; Bill.Bjork@ alaedu.org; [email protected] neaalaska.org Vice-Pres.: peggy mobley; pmobley@ Vice-Pres./Secy.-Treas.: barb angaiak; alaweb.com [email protected] Secy.-Treas.: dr. paul hubbert; Exec. Dir.: lydia garcia, Interim; [email protected] [email protected] Exec. Dirs.: dr. paul hubbert; paulh@ Asst. Exec. Dir.: susan baxter alaedu.org, dr. joe l. reed; jreed@ Business Manager: kaye sullivan alaedu.org Dir. Government Relations: john Asst. Exec. Secy.-Field Services: mary alcantra bruce ogles Dir. Communications: virginia Mgr.-Government Relations: stephen mckinny martin Mgr.-Communications: david stout Mgr.-Business Operations: steve perrigin

81 State Affiliates

ARIZONA CALIFORNIA Arizona Education Association California Teachers Association 345 E. Palm Lane 1705 Murchison Dr., Phoenix 85004-1532 Burlingame 94010 (602-264-1774 or 1-800-352-5411) (P.O. Box 921, (FAX: 602-240-6887) Burlingame 94011-0921) 7:30 a.m.–5:00 p.m. Monday-Friday (650-697-1400) (FAX: 650-552-5001) M.S.T. only 9:00 a.m.–5:00 p.m. Monday-Friday www.arizonaea.org P.S.T. with D.S.T. www.cta.org Pres.: john wright; john.wright@ arizonaea.org Pres.: barbara e. kerr; [email protected] Vice-Pres.: andrew morrill; andrew. Vice-Pres.: david a. sanchez; dsan- [email protected] [email protected] Treas.: kathy ramage-white; ram- Secy.-Treas.: dean e. vogel; dvogel@ [email protected] cta.org Exec. Dir.: barby halstead-worrell; Exec. Dir.: carolyn doggett; [email protected] [email protected] Deputy Executive Director: james l. ARKANSAS clark Arkansas Education Association Assoc. Exec. Dir.-Governmental AEA Bldg., 1500 W. 4th St., Relations: joe nuñez Little Rock 72201-1064 Assoc. Exec. Dir.-Controller: carlos (501-375-4611) (FAX: 501-375-4620) moreno 8:00 a.m.–5:00 p.m. Monday-Friday Assoc. Exec. Dir.-Chief Counsel: bev- C.S.T. and D.S.T. erly tucker www.AEAonline.org Assoc. Exec. Dir.-Training Information & Development: vacant Pres.: daniel n. marzoni, ii; ar-dmar- [email protected] Vice-Pres.: donna m. orey; donna. [email protected] Secy.-Treas.: brenda robinson; bren- [email protected] Exec. Dir.: rich nagel; ar-rnagel@nea. org Assoc. Exec. Dir.: vacancy Asst. Exec. Dir.-UniServ/Membership: steven stewart

82 State Affiliates

COLORADO Treas.: michael freeman; michaelf@ Colorado Education Association cea.org; [email protected] 1500 Grant St., Secy.: cheryl prevost; cherylp@cea. Denver 80203 org (303-837-1500) (FAX: 303-837-9006) Exec. Dir.: john p. yrchik; Johny@cea. 7:30 a.m.–5:00 p.m. Monday-Friday org M.S.T. with D.S.T. Dir.-Finance: alan currie www.coloradoea.org Dir:-Government Relations: mark waxenberg Pres.: beverly ingle; [email protected] Dir.-Communications: kathy frega Vice-Pres.: colleen heinz; cheinz@ Dir.-Affiliate and Member Development: nea.org sue fulleton Secy.-Treas.: nancy popenhagen; Attorneys: ron cordilico; [email protected]; tea@ christopher hankins frii.com Exec. Dir.: david duvall; dduvall@ DELAWARE nea.org Delaware State Education Asst. Exec. Dir.-Strategic Planning: Association suzanne zimmer 136 E. Water St., Dover 19901 Asst. Exec. Dir.-Affiliate Services: jerry (302-734-5834) (FAX: 302-674-8499) brown 8:00 a.m.–5:00 p.m. Monday-Friday Asst. Exec. Dir.-Support Services: ron E.S.T. with D.S.T. carlson www.dsea.org Asst. Exec. Dir.-Legal Services/ General Counsel: marti houser Pres.: barbara grogg; barbara. Organizing Specialist/Legislative: tony [email protected] salazar Vice-Pres.: diane donohue; diane. [email protected] CONNECTICUT Treas.: barry young; barry.young@ Connecticut Education Association dsea.org 21 Oak St. – Suite 500, Exec. Dir.: howard weinberg; howard. Hartford 06106-8001 [email protected] (860-525-5641) (FAX: 860-725-6323) 8:30 a.m.–4:30 p.m. Monday-Friday E.S.T. with D.S.T. www.cea.org

Pres.: phil apruzzese; [email protected] Vice-Pres.: sheila cohen; sheilac@ cea.org

83 State Affiliates

FEDERAL FLORIDA Federal Education Association Florida Education Association 1201 Sixteenth St., N.W., 213 S. Adams St., Tallahassee 32301 Washington, DC 20036 (850-201-2800) (FAX: 850-222-1840) (202-822-7850) (FAX: 202-822-7867) 8:30 a.m.–5:00 p.m. Monday-Friday 8:30 a.m.–5:00 p.m. Monday-Friday E.S.T. with D.S.T. E.S.T. with D.S.T. www.feaweb.org Active members of this association are primarily American teachers in Stateside Pres.: andy ford; andy.ford@flori- and Overseas Dependents Schools oper- daea.org ated by the U.S. Department of Defense Vice-Pres.: joanne mccall; joanne. in the following areas: Stateside— [email protected] Camp Lejeune, N.C.; Dahlgren, Va.; Secy.-Treas.: clara cook; clara.cook@ Ft. Benning, Ga.; Ft. Bragg, N.C.; Ft. floridaea.org Campbell, Ky.; Ft. Jackson, S.C.; Ft. Chief of Staff: aaron wallace; aaron. Knox, Ky.; Ft. Stewart, Ga.; Ft. Rucker, [email protected] Ala.; Laurel Bay, S.C.; Maxwell AFB, Ala.; Quantico, Va.; Robins AFB, Ga.; GEORGIA and West Point, N.Y. Overseas—Azores, Georgia Association of Educators Bahrain, Belgium, Cuba, England, 100 Crescent Centre Pkwy., Germany, Greece, Holland, Iceland, Italy, Suite 500 Japan, Korea, Okinawa, Guam, Spain, Tucker 30084 and Turkey. (678-837-1100) (FAX: 678-837-1110) 8:15 a.m.–5:00 p.m. Monday-Friday Pres.: sheridan pearce; Spearce@nea. E.S.T. with D.S.T. org www.gae.org Vice-Pres.: ted carlin; vptcarlin@ yahoo.com Pres.: jeff hubbard; jeff.hubbard@ Secy.-Treas.: linda callender; linda- gae.org [email protected] Vice-Pres.: calvin rollins; wcrollins@ Exec. Dir.: h. t. nguyen; Htnguyen@ mchsi.com nea.org Secy.-Treas.: debra gunter; dgunter- [email protected] Exec. Dir.: chris a. turner; chris. [email protected] Assoc. Exec. Dir.-Membership: sandy schwellinger Dir.-Finance: tyra holt Dir.-Government Relations: jocelyn whitfield

84 State Affiliates

Dir.-Communications: jonathan Vice-Pres.: marty meyer; martmfm@ goldman msn.com General Counsel: michael kramer Exec. Dir.: jim shackelford; jshackel- [email protected] HAWAII Assoc. Exec. Dir.: vacancy Hawaii State Teachers Association 1200 Ala Kapuna St. ILLINOIS Honolulu 96819 Illinois Education Association-NEA (808-833-2711) (FAX: 808-839-7106) 100 E. Edwards St., 7:30 a.m.–5:00 p.m. Monday-Friday Springfield 62704 H.S.T. only (217-544-0706) (FAX: 217-544-7383) www.hsta.org 8:30 a.m.–5:00 p.m. Monday-Friday C.S.T. with D.S.T. Pres.: roger k. takabayashi; rtak- www.ieanea.org [email protected] Vice-Pres.: wilfred m. okabe; Pres.: ken swanson; ken.swanson@ [email protected] ieanea.org Secy.-Treas.: karolyn r. mossman; Vice-Pres.: robert blade; robert. [email protected]. [email protected] org Secy.-Treas.: cinda klickna; cinda. Exec. Dir.: joan lee husted; jhusted@ [email protected] nea.org Exec. Dir.: jo anderson; jo.anderson@ Deputy Exec. Dir.-Field Services: ray ieanea.org comacho Dir.-Business Services: randy welch Controller: trung quach Dir.-Government Relations: jim reed Government Relations: maurice Dir.-Communications: charles morita mcbarron Communications: danelle lum Dir.-Field Services: patti hodges General Counsel: mitchell roth IDAHO Idaho Education Association 620 N. 6th St., P.O. Box 2638, Boise 83701 (208-344-1341) (FAX: 208-336-6967) 8:00 a.m.–5:00 p.m. Monday-Friday M.S.T. with D.S.T. www.idahoea.org

Pres.: sherri wood; swood@idahoea. org

85 State Affiliates

INDIANA Secy.-Treas.: paula logan; logpaula@ Indiana State Teachers Association aol.com; [email protected]. 150 W. Market St., Suite 900 ia.us Indianapolis 46204-2875 Exec. Dir.: jan reinicke; JReinicke@ (317-263-3400) (FAX: 317-655-3700) isea.org 8:30 a.m.–4:30 p.m. Monday-Friday Assoc. Exec. Dir. for Business Services: E.S.T. only john hanrahan www.ista-in.org Assoc. Exec. Dir. for Advocacy Services: james a. smith Pres.: judith a. briganti; jbriganti@ Administrative Lobbyist: brad hudson ista-in.org Publications Specialist and Membership Vice-Pres.: michael o. zulich; mzu- Communications: lana oppenheim [email protected] schlapkohl; jean hessburg Secy.-Treas.: kathy parks; kparks@ ista-in.org KANSAS Exec. Dir.: warren l. williams; wwil- Kansas NEA [email protected] 715 SW 10th Ave., Deputy Exec. Dir.-Programs: dan clark Topeka 66612-1686 Deputy Exec. Dir.-Business (785-232-8271) (FAX: 785-232-6012) Administration: larry davis 8:30 a.m.–5:00 p.m. Monday-Friday Deputy Exec. Dir.-Legal Services: C.S.T. with D.S.T. richard j. darko www.knea.org Deputy Exec. Dir.-Membership/ Communications: betty anderson Pres.: blake west; blake.west@knea. org IOWA Vice-Pres.: sherri yourdon; sherri. Iowa State Education Association [email protected] 777 Third St. Secy.-Treas.: karen godfrey; karen- Des Moines 50309-1301 [email protected] (515-471-8000) (FAX: 515-471-8017) Exec. Dir.: bruce t. goeden; bruce. 8:00 a.m.–4:30 p.m. Monday-Friday [email protected] June and July: 8:00 a.m.-4:30 p.m. Assoc. Exec. Dir.-Field Services: sh- Monday-Thursday eryl mathis 8:00 a.m.–12:00 Noon Friday Dir.-Business Services: john metzger C.S.T. only Dir.-Legislative/Political Advocacy: www.isea.org mark desetti; terry forsyth Dir.-Communications: cyndi menzel Pres.: linda nelson; [email protected] General Counsel: david schauner Vice-Pres.: chris bern; cbern@mchsi. com

86 State Affiliates

KENTUCKY Dir.-Legal Services: thomas tate Kentucky Education Association Dir.-Government Relations: thomas 401 Capital Ave., Frankfort 40601 tate (502-875-2889) (FAX: 502-227-9002) Dir.-Communications/Technology: 8:00 a.m.–5:00 p.m. Monday-Friday jessica marks E.S.T. with D.S.T. Dir.-Organizational Development: www.kea.org lynda guidry

Pres.: frances steenbergen; fsteen- MAINE [email protected] Maine Education Association Vice-Pres.: sharron oxendine; soxen- 35 Community Dr., Augusta 04330 [email protected] (207-622-5866) (FAX: 207-623-2129) Exec. Dir.: mary ann blankenship; 8:00 a.m.–5:00 p.m. Monday-Friday [email protected] E.S.T with D.S.T. Deputy Exec. Dir.: john wilkerson www.maine.nea.org Asst. Exec. Dir.-Affiliate Relations: paula cramer Pres.: chris galgay; [email protected] Asst. Exec. Dir.-Finance: robert Vice-Pres.: lois kilby-chesley; reynolds [email protected] Dir.-Communications: charles main Treas.: joyce blakney; marzipan@ Dir.-Government Relations: john midmaine.com warren Exec. Dir.: mark l. gray; mgray@nea. org LOUISIANA Louisiana Association of Educators MARYLAND P.O. Box 479, Maryland State Teachers Baton Rouge 70821-0479 Association (225-343-9243) (FAX: 225-343-9272) 140 Main St. 8:30 a.m.–5:00 p.m. Monday-Friday Annapolis 21401 C.S.T. with D.S.T. (410-263-6600) (FAX: 410-280-9070) www.lae.org www.mstanea.org

Pres.: carol davis; carol.davis@lae. Pres.: clara floyd; cfloyd@mstanea. org org Vice-Pres.: joyce haynes; japhaynes@ Vice-Pres.: betty h. weller; bweller@ aol.com mstanea.org Exec. Dir.: david bruce hunt; bruce. Treas.: phyllis parks robinson; [email protected] [email protected] Dir.-Business and Finance: yolanda Exec. Dir.: david e. helfman; dhelf- robinson [email protected]

87 State Affiliates

Asst. Exec. Dir.-Finance: mark MICHIGAN dabkowski Michigan Education Association Asst. Exec. Dir.-Field Services: dale 1216 Kendale Blvd., Box 2573, templeton East Lansing 48826-2573 Dir.-Communications: dan kaufman (517-332-6551) (FAX: 517-337-5587) Dir.-Government Relations: diane 8:00 a.m.–5:00 p.m. Monday-Friday saquella E.S.T. with D.S.T. Chief Counsel: susan russell www.mea.org

MASSACHUSETTS Pres.: iris k. salters; [email protected] Massachusetts Teachers Vice-Pres.: steven b. cook; stcook@ Association mea.org 20 Ashburton Pl. Secy.-Treas.: margaret (peggy) Boston 02108 mclellan; [email protected] (617-742-7950) (FAX: 617-742-7046) Exec. Dir.: lu battaglieri; lbattagl- 9:00 a.m.–5:00 p.m. Monday-Friday [email protected] E.S.T. with D.S.T. Assoc. Exec. Dir.: kirk curtis www.massteacher.org Assoc. Exec. Dir./General Counsel: art prezbylowicz Pres.: ann wass; awass@massteacher. Dir.-Finance/Membership: j. sue kelly org Dir.-Government Affairs: al short Vice-Pres.: paul toner; awass@ Dir.-Communications: margaret massteacher.org trimer-hartley Exec. Dir./Treas.: edward p. sullivan; [email protected] Minnesota Dir.-Affiliate Services: richard Education Minnesota sanders 41 Sherburne Ave. Dir.-Communications: james sacks St. Paul 55103 Dir.-Governmental Services: joanne (651-227-9541) (FAX: 651-292-4802) blum 8:00 a.m.–4:30 p.m. Monday-Friday Dir.-Finance: kathleen conway June-August: 8:00 a.m.–4:00 p.m. General Counsel: ann clarke C.S.T. with D.S.T. www.educationminnesota.org

Pres.: judy l. schaubach; judy.schau- [email protected] Vice-Pres.: mark steffer; Mark.stef- [email protected] Sec.-Treas.: carmen peters; carmen. [email protected]

88 State Affiliates

Exec. Dir.: larry e. wicks; larry. MISSOURI [email protected] Missouri NEA Deputy Exec. Dir-Field Operations: 1810 E. Elm St. gregory burns Jefferson City 65101-4174 Asst. Exec. Dir.-Program Services: (573-634-3202) (FAX: 573-634-5646) gregory l. mcneilly 8:00 a.m.–5:00 p.m. Monday-Friday Asst. Exec. Dir.-Business Affairs: C.S.T. with D.S.T. markey engler www.mnea.org

MISSISSIPPI Pres.: greg jung; [email protected] Mississippi Association of Vice-Pres.: christine guinther; Chris. Educators [email protected] 775 N. State St. Exec. Dir.: ben simmons; ben.sim- Jackson 39202-3086 [email protected] (601-354-4463) (FAX: 601-352-7054) 8:30 a.m.–5:00 p.m. Monday-Friday MONTANA C.S.T. with D.S.T. MEA-MFT www.ms.nea.org 1232 E. 6th Ave. Helena 59601 Pres.: beverly brahan; bbrahan@ (406-442-4250) (FAX: 406-443-5081) nea.org 8:00 a.m.–5:00 p.m. Monday-Friday Vice-Pres.: kevin gilbert; kgilbert@ June-August: 8:00 a.m.–4:00 p.m. clinton.k12.ms.us Monday-Friday Secy.-Treas.: seyed darbandi; sjdar- M.S.T. with D.S.T. [email protected] www.mea-mft.org Exec. Dir.: frank a. yates; fyates@ nea.org Pres.: eric feaver; efeaver@mea-mft. Dir.-Finance: jeff eilders org Dir.-Government Relations: terry Vice-Pres.: larry nielsen; larryn- lynn hamm [email protected] Dir.-Communications: barbara kidd Secy.-Treas.: jeff greenfield; jeffgrn- [email protected] Exec. Dir.: david smith; dsmith@mea- mft.org

89 State Affiliates

NEBRASKA Dir. Information Technology/Finance: Nebraska State Education michael tibbs Association Dir. Government Relations: julie 605 S. 14th St., Suite 200 whitacre Lincoln 68508 Dir. Communications: claudia briggs (402-475-7611) (FAX: 402-475-2630) 8:30 a.m.–5:00 p.m. Monday-Friday NEW HAMPSHIRE C.S.T. with D.S.T. NEA-New Hampshire www.nsea.org 9 South Spring Street Concord 03301 Pres.: jess wolf; [email protected] (603-224-7751) (FAX: 603-224-2648) Vice-Pres.: nancy fulton; nancy. 8:00 a.m.–5:00 p.m. Monday-Friday [email protected] E.S.T. with D.S.T. Exec. Dir.: craig r. cristiansen; craig. www.neanh.org [email protected] Assoc. Exec. Dir.-Field Services: neal Pres.: karen mcdonough; kmc- clayburn [email protected] Dir.-Communications: karen kilgarin Vice-Pres.: kerry clock; kclock@aol. Dir.-Government Relations: herb com schimek Secy.-Treas.: james sweeney; j_swee- Comptroller: sheri jablonski [email protected] Exec. Dir./Gen. Counsel: terry shu- NEVADA maker; [email protected] Nevada State Education Dir.-Financial Services: mary malan Association Dir.-Public Affairs: rick trombly 3511 E. Harmon Coord.-Communications: carol Las Vegas 89121 backus (702-733-7330) (FAX: 702-733-6004) 8:00 a.m.–5:00 p.m. Monday-Friday NEW JERSEY P.S.T. with D.S.T. New Jersey Education Association www.nsea-nv.org 180 W. State St., P.O. Box 1211 Trenton 08536-1211 Pres.: barbara clark; Bsclark3@aol. (609-599-4561) (FAX: 609-392-6321) com 9:00 a.m.–5:00 p.m. Monday-Friday Vice-Pres.: linda gingras; gingras@ July 1 to Labor Day: 9:00 a.m.–4:00 interact.ccsd.net p.m. Secy.-Treas.: tim weekley; timebear- E.S.T. with D.S.T.\ [email protected] www.NJEA.org Exec. Dir.: terry hickman, terry.hick- [email protected]

90 State Affiliates

Pres.: joyce powell; [email protected] NEW YORK Vice-Pres.: barbara a. keshishian; New York State United Teachers [email protected] 800 Troy-Schenectady Road Secy.-Treas.: wendell steinhauer; Latham 12110-2455 [email protected] (518-213-6000) (FAX: 518-213-6414) Exec. Dir.: robert a. bonazzi; rbon- www.nysut.org [email protected] Assist. Exec. Dir./UniServ: vincent Pres.: richard c. iannuzzi; dian- giordano [email protected] Business Dir.: timothy mcguckin Exec. Vice.-Pres.: alan b. lubin; alu- Government Relations: james [email protected] schroeder First Vice-Pres.: maria neira; mnei- Communications: lynn maher [email protected] Research and Economic Services: Second Vice-Pres.: kathleen m. dona- richard gray hue; [email protected] Professional Development and Vice-Pres.: robin d. rapaport; rrapa- Instruction: deborah conway [email protected] NEA Issues: arthur lehrhaupt Secy.-Treas.: ivan tiger; itiger@nysut- mail.org NEW MEXICO Exec. Dir.; pauline kinsella; pkin- NEA-New Mexico [email protected] 2007 Botulph, P.O. Box 729 Santa Fe 87504-0729 NORTH CAROLINA (505-982-1916) (FAX: 505-982-6719) North Carolina Association of 8:00 a.m.–5:00 p.m. Monday-Friday Educators M.S.T. with D.S.T. P.O. Box 27347 www.nea-nm.org Raleigh 27611-7347 (700 S. Salisbury St., Raleigh 27601) Pres.: eduardo holguin; eholguin@ (919-832-3000) (FAX: 919-829-1626) nea.org 8:30 a.m.–5:00 p.m. Monday-Friday Vice-Pres.: sharon morgan; smor- E.S.T. with D.S.T. [email protected] www.ncae.org Exec. Dir.: charles bowyer, Interim; [email protected] Pres.: eddie davis; eddie.davis@ncae. Dir.-Communications: marguerite org kearns Vice Pres.: sheri strickland; sheri. Dir.-Government Relations: charles [email protected] bowyer Exec. Dir./Secy.-Treas.: colleen Dir.-Finance: david sperling borst; [email protected] Assoc. Exec. Dir.: kelvin spragley

91 State Affiliates

NORTH DAKOTA Dir.-Communications/Marketing: North Dakota Education michael mahoney Association General Counsel: linda fiely 410 E. Thayer Ave., P.O. Box 5005 Bismarck 58502-5005 OKLAHOMA (701-223-0450) (FAX: 701-224-8535) Oklahoma Education Association 8:00 a.m.–5:00 p.m. Monday-Friday 323 E. Madison C.S.T. with D.S.T. P.O. Box 18485 www.ndea.org Oklahoma City 73154 (405-528-7785) (FAX: 405-524-0350) Pres.: gloria lokken; gloria.lokken@ 8:00 a.m.–5:00 p.m. Monday-Friday ndea.org C.S.T. with D.S.T. Vice-Pres.: dan hinnenkamp; dkamp@ www.okea.org gra.midco.net Exec. Dir.: nick whitman; nick.whit- Pres.: roy bishop; [email protected] [email protected] Vice-Pres.: becky felts; bfelts@okea. org OHIO Exec. Dir.: lela odom; lodom@okea. Ohio Education Association org 225 E. Broad St., Box 2550, Assoc. Exec. Dir.-Field Services: Columbus 43216 charles mccauley (614-228-4526) (FAX: 614-228-8771) Assoc. Exec. Dir.-Communications: 8:25 a.m.-4:55 p.m. Monday-Friday dottie caldwell Summer: 8:15–4:30 p.m. Assoc. Exec. Dir.-Government E.S.T. with D.S.T. Relations: joel robison www.ohea.org Assoc. Exec. Dir.-Finance: joel robinson Pres.: gary allen; [email protected] General Counsel: richard wilkinson Vice-Pres.: patricia frost-brooks; [email protected] OREGON Secy.-Treas.: james timlin; timlinj@ Oregon Education Association ohea.org 6900 SW Atlanta St. Exec. Dir.: dennis m. reardon; rear- Portland 97223-8598 [email protected] (503-684-3300) (FAX: 503-684-8063) Assist. Exec. Dir.-Business Services: 8:00 a.m.-5:00 p.m. Monday-Friday james martin P.S.T. with D.S.T. Assit. Exec. Dir.-Member Services: www.oregoned.org elizabeth waid Dir.-Governmental Services: deidra Pres.: larry wolf; larry.wolf@or- reese egoned.org

92 State Affiliates

Vice-Pres.: gail rasmussen; gail. General Counsel: lynn wilson [email protected] PR/Communications, Manager: Exec. Dir.: jerry l. caruthers; jerry. barbara brady [email protected] Assoc. Exec. Dir.-Center for Advocacy & RHODE ISLAND Affiliate Services: box bond NEA Rhode Island Asst. Exec. Dir.-Center for Business & 99 Bald Hill Rd. Finance: bob sande Cranston 02920 Asst. Exec. Dir.-Center for Public (401-463-9630) (FAX: 401-463-5337) Affairs: chip terhune 8:30 a.m.–4:30 p.m. Monday-Friday Asst. Exec. Dir.-Center for Teaching & E.S.T. with D.S.T. Learning: courtney vanderstek www.neari.org Communications: amber cole Pres.: lawrence purtill; lpurtill@ PENNSYLVANIA nea.org Pennsylvania State Education Vice-Pres.: raymond pouliot; Association [email protected] 400 N. 3rd St., P.O. Box 1724 Secy.: louis rainone; lrainone@ccri. Harrisburg 17105-1724 edu (717-255-7000) (FAX: 717-255-7128) Treas.: patricia nunes; pnunes@ccri. 8:00 a.m.-5:00 p.m. Monday-Friday edu E.S.T. with D.S.T. Exec. Dir.: robert a. walsh, jr.; rw- www.psea.org [email protected] Deputy Ex. Dir.: vincent p. Pres.: james r. weaver; jweaver@ santaniello psea.org Business Manager: walter a. young Vice-Pres.: james p. testerman; jtest- Legal Counsel: john decubellis [email protected] Dir.-Government Relations: henry Treas.: grace e. bekaert; gbekaert@ boeniger psea.org Dir.-Public Relations/Communications: Exec. Dir.: carolyn c. dumaresq; karen c. jenkins [email protected] Associate Executive Director: terry barnaby Assistant Executive Director, Field Services/Operations: george hughes Finance/Business Operations, Manager: guy green

93 State Affiliates

SOUTH CAROLINA TENNESSEE South Carolina Education Tennessee Education Association Association 801 Second Ave., N. 421 Zimalcrest Dr. Nashville 37201-1099 Columbia 29210 (615-242-8392) (Gen. FAX: 615-259- (803-772-6553) (FAX: 803-772-0922) 4581) 8:30 a.m.-5:00 p.m. Monday-Friday (Exec. Office FAX: 615-242-8964) June-July: 8:30 a.m.-4:00 p.m. 8:00 a.m.–4:30 p.m. Monday-Friday E.S.T. with D.S.T. C.S.T. with D.S.T. www.thescea.org www.teateachers.org

Pres.: sheila c. gallagher; sgalla- Pres.: earl wiman; [email protected]. [email protected] org Vice-Pres.: judy w. fair; judyfair@ Vice-Pres.: gera summerford; sum- msn.com [email protected] Exec. Dir.: chip zullinger; czull- Exec. Dir./Secy.-Treas.: alphonso c. [email protected] mance; [email protected] Dir.-Business Services: ram’on Asst. Exec. Dir.-Affiliate Services: wideman mitchell johnson Asst. Exec. Dir.-General Counsel: SOUTH DAKOTA bryan mccarty South Dakota Education Mgr.-Communications: a.l. hayes Association Mgr.-Government Relations: jerry 411 E. Capitol Ave. winters Pierre 57501 (605-224-9263) (FAX: 605-224-5810) TEXAS 8:00 a.m.–5:00 p.m. Monday-Friday Texas State Teachers Association C.S.T. with D.S.T. 316 W. 12th St. www.sdea.org Austin 78701-1892 (512-476-5355) (FAX: 512-469-0766) Pres.: donna dekraai; donna. 8:00 a.m.-5:00 p.m. Monday-Friday [email protected] Member Advocacy Center Vice-Pres.: larry lucas; lucasmsd@ 7:00 a.m.–7:00 p.m. Monday-Friday gwt.net C.S.T. with D.S.T. Treas.: martin sieverding; tbone@ www.tsta.org gwtc.net Exec. Dir.: rachel hendrickson, Pres.: donna new haschke; donnah@ Interim; [email protected] tsta.org Chief Financial Off.: paul mccorkle Vice-Pres.: ann heuberger; annh@ General Counsel: ann plooster tsta.org

94 State Affiliates

Exec. Dir.: e.c. walker; ecwalker@ Exec. Dir.: joel d. cook; jcook@vtnea. tsta.org org

UTAH VIRGINIA Utah Education Association Virginia Education Association 875 E. 5180 S. Gamble’s Hill, 116 S. 3rd St., Murray 84107-5299 Richmond 23219 (801-266-4461) (FAX: 801-265-2249) (804-648-5801) (FAX: 804-775-8379) 8:00 a.m.–5:00 p.m. Monday-Friday 8:15 a.m.–4:30 p.m. Monday-Friday M.S.T. with D.S.T. E.S.T. with D.S.T. www.utea.org www.veaweteach.org

Pres.: kim campbell; kim.campbell@ Pres.: princess moss; pmoss@veanea. utea.org org Vice-Pres.: ellen thompson; ellen. Vice-Pres.: jeffrey cobb; notes2jeff@ [email protected] yahoo.com Exec. Dir.: susan kuziak; susan.ku- Exec. Dir.: robert whitehead; rwhite- [email protected] [email protected] Dir.-Government Relations: vik arnold Dir.-Business/Treasurer: brenda cloyd Dir.-Communications: mark Dir.-Legal Services: dena mickelsen rosenkrantz Dir.-Teaching & Learning/UniServ: Dir.-Government Relations: robley kaye chatterton jones General Counsel: michael mccoy Dir.-Communications: william johnson VERMONT Dir.-Field Services: joann karsh Vermont-NEA 10 Wheelock St. Montpelier 05602-3737 (802-223-6375) (FAX: 802-223-1253) 8:00 a.m.–5:00 p.m. Monday-Friday E.S.T. with D.S.T. www.vtnea.org

Pres.: angelo j. dorta; adorta@vtnea. org Vice-Pres.: tom gallagher; prevost@ pshift.com Secy.-Treas.: jeff isham; jisham@ madriver.com

95 State Affiliates

WASHINGTON Communications: kym randolph Washington Education Association General Counsel: bill mcginley Mailing address: P.O. Box 9100 Federal Way 98063-9100 WISCONSIN Physical address: 32032 Wisconsin Education Association Weyerhaeuser Way South, Federal Council Way 98001 33 Nob Hill Dr., P.O. Box 8003 (253-941-6700) (FAX: 253-946-4735, Madison 53708-8003 4692) (608-276-7711) (FAX: 608-276-8203) Winter: 8:00 a.m.–4:30 p.m. Mon.-Fri. 8:00 a.m.-5:00 p.m. Monday-Friday Summer: 8:00 a.m.–4:00 p.m. Mon.- C.S.T. with D.S.T. Fri. P.S.T. with D.S.T. www.weac.org www.washingtonea.org Pres.: stan johnson; johnsons@ Pres.: charles hasse; chasse@wash- WEAC.org ingtonea.org Vice-Pres.: terry meyer; meyert@ Vice-Pres.: david scott; dscott@wash- weac.org ingtonea.org Secy.-Treas.: mary bell; bellm@weac. Exec. Dir.: armand l. tiberio; atibe- org [email protected] Exec. Dir.: dan burkhalter; burkhal- [email protected] WEST VIRGINIA Dir.-Affiliate Relations: dick terry West Virginia Education Dir.-Government Relations: bob burke Association Dir.-Business Administration: jane 1558 Quarrier St. oberdorf Charleston 25311 General Counsel: bruce meredith (304-346-5315) (FAX: 304-346-4325) 8:00 a.m.–5:00 p.m. Monday-Friday WYOMING E.S.T. with D.S.T. Wyoming Education Association www.wvea.org 115 E. 22nd St., Ste.1 Cheyenne 82001-3795 Pres.: charles r. delauder; charles. (307-634-7991) (Toll free: 1-800-442- [email protected] 2395) (FAX: 307-778-8161) Vice-Pres.: dale lee; [email protected] 8:00 a.m.–5:00 p.m. Monday-Friday Secy.: doris tuckwiller-wood; dc- M.S.T. with D.S.T. [email protected] www.wyoea.org Exec. Dir.: david a. haney; dhaney@ nea.org Pres.: kathryn valido; kvalido@nea. Government Relations: misty org peal-auville

96 State Affiliates

Vice-Pres.: craig williams; crwil- UNIVERSITY OF HAWAII [email protected] PROFESSIONAL ASSEMBLY Treas.: kay ann saxton; jrsaxton@ 1017 Palm Dr. allwest.net Honolulu, HI 96814 Exec. Dir.: jean hayek; jhayek@nea. (808-593-2157) (FAX: 808-593-2160) org 8:00 a.m.–5:00 p.m. Business Manager: carol sutherland H.S.T. Only Dir.-Government Relations: jason www.uhpa.org mincer Dir.-Communications: ron sniffin Pres.: mary tiles; [email protected] Vice-Pres.: richard nettell; nettell@ DIRECT NEA AFFILIATES hawaii.edu Secy.: ruth horie; [email protected] DISTRICT OF COLUMBIA Treas.: duane stevens; dstevens@ University of the District of uhpa.org Columbia Exec. Dir.: j.n. musto; musto@uhpa. Faculty Association/NEA org 4200 Connecticut Ave., N.W. Assoc. Exec. Dir.: john h. radcliffe Washington, DC 20008 Assoc. Exec. Dir.: james kardash (202-274-7108) (FAX: 202-274-5251) Assoc. Exec. Dir./Comptroller: linda 10:00 a.m.–5:30 p.m. Monday-Friday sawai E.S.T. with D.S.T. NEA members in the District of UTAH SCHOOL EMPLOYEES Columbia are not served by a state-level ASSOCIATION (USEA) affiliate, but are represented by the UDC 864 E. Arrowhead Lane Faculty Association and the Mid- Atlantic Murray, UT 84107-5211 Office. (801-269-9320) (FAX: 801-269-9324) 8:00 a.m.–5:00 p.m. Monday-Friday Pres.: leslie richards; lrichards@ M.S.T. with D.S.T udc.edu www.useautah.org Vice-Pres.: william white Pres.: jerry sprague; jerrysprague@ useautah.org Pres. Elect.-Treas.: roger pate; useau- [email protected] Secy.: wendi kesler; useautah@aol. com Exec. Dir.: mike hepner; mhepner@ nea.org, [email protected]

Nongovernance Affiliates Nongovernance affiliates are professional organizations (other than NEA local and state affiliates) and nonprofessional organizations that enter into a reciprocal contractual agreement with NEA. Further information is contained in the Constitution, Article VIII, and in Bylaw 8.

National Association of School • informing educators and others of Nurses, Inc. (NASN), www.nasn.org the value of family and consumer scienc- Historical Background: The Associa- es in the educational program tion was established originally as a de- • bringing together educators in the partment of NEA by the 1968 NEA field of family and consumer sciences for Represen-tative Assembly; 1970-71 was the promotion of studies and discussion of its first year of operation with elected of- questions pertaining to family and con- ficers. It became an NEA affiliate in 1977 sumer sciences in school programs and was incorporated in 1979. • engaging in and encouraging re- Core Purpose/Mission: NASN’s core search on family and consumer sciences purpose is to advance the delivery of pro- education fessional school health services to pro- • disseminating the findings to mem- mote optimal learning in students. bers, other educators, and persons interested in education Family and Consumer Sciences • acting as liaison with other groups Education Association (FCSEA) dedicated to the above purposes and to History: The association was orga- the improvement of education in general. nized in 1927 and became the twenty-second department of NEA in 1930. In 1969 International Technology Education the organization incorporated, changed its Association (ITEA), www. name to the Home Economics Education iteaconnect.org Association, and became an affiliate of Background and Purpose: Established NEA. The name was changed to Family in 1939, the International Technology and Consumer Sciences Education Assoc- Education Association is the only na- iation in June of 1995. tional organization dedicated solely to the Purpose: The purpose of the associa- growth and improvement of technology tion is to improve the quality of family education as an intrinsic part of educa- and consumer sciences instruction in the tion. The association works through its nation’s classrooms by: members at every level of the educational • promoting family and consumer system and functions at international, na- sciences as an integral part of the total tional, state, and local levels. educational program

99 Nongovernance Affiliates

Membership: Professional ITEA mem- Additional Programs: ITEA sponsors bership is open to teachers, supervisors, one youth organization, the Technology administrators, and teacher educators di- Education Collegiate Association rectly involved with technology education (TECA). Membership in TECA is open programs. Dues are $70 annually. to undergraduate students preparing for ITEA student membership is available careers in technology education who are to full-time graduate and undergraduate ITEA college student members and par- students in technology education pro- ticipate in TECA chapter activities. grams. Dues are $30 annually and may Other programs of ITEA include be renewed once after graduation at the the following affiliate councils: ITEA same rate. Council of Supervisors (CS), Council on ITEA sustaining memberships are Technology Teacher Education (CTTE), supportive memberships for commercial and Technology Education Council for and industrial firms, educational orga- Children (TECC). nizations, educational institutions, and Publications: The ITEA journal, The foundations. Sustaining memberships be- Technology Teacher, is published eight gin at $350 annually; institutional mem- times during the school year and provides berships are $210. members and technology educators with a Elementary school memberships offer variety of information, including research, learning activities designed for elemen- technical articles, and association news. tary teachers, opportunities for program ITEA’s elementary journal, Technology excellence, The Technology Teacher and & Children, will be published quarter- the opportunity to share technology activ- ly. Periodically the association releases ities throughout the community for $140 monographs, reports, position papers, per school. and special-use documents. The associa- Meetings: Annual international con- tion offers a curriculum materials catalog ferences held alternately in major cities which includes publications and video throughout the United States; annual on current trends, research, curriculum Conference and Trade Show. activities, and advocacy issues. The association also publishes a research journal, Journal of Technology Education.

100 Membership

Categories of Membership another country. Active membership is limited to persons who support the prin- Active. Active membership is open to ciples and goals of the Association and any person (i) who is employed by or in maintain membership in the local and a public school district, public or private state affiliates where eligible. NEA does college or university, or other public in- not accept as Active members persons who stitution devoted primarily to education, are not eligible for active membership (or regardless of the specific nature of the the equivalently designated membership functions that the person performs at the category) in the state affiliate, unless the work site and regardless of who actually state affiliate (i) by action of its board of employs the person; (ii) who is employed directors (or equivalent governing body) by a public sector employer other than approves such acceptance and (ii) enters a school district, college or university, into an agreement with the Association or other institution devoted primarily to pursuant to which the state affiliate agrees education but who is employed primar- to function as the Association’s agent for ily to perform educational functions; (iii) the delivery of Association services and who is on limited leave of absence from programs to the members in question. the employment described in items (i) and Approval by and a service agreement (ii) above; or (iv) who is serving as an ex- with the state affiliate are not prerequi- ecutive officer of the Association or of a sites to the Association’s acceptance into state or local affiliate. The Association al- Active membership of persons who are lows Active membership to those Active not eligible for active membership (or the members (i) who have been laid off due equivalently designated membership cat- to a reduction in force for as long as such egory) in the state affiliate if said persons persons are eligible to be recalled, or for are members of a local affiliate that (i) is three (3) years, whichever is longer or (ii) comprised predominantly of persons who who have been discharged for as long as a are not eligible for active membership in legal challenge to such discharge is pend- the state affiliate and (ii) was a local af- ing. An Active member who is engaged filiate of the Association as of September in or on a limited leave of absence from 1, 1993. professional educational employment The 2006–2007 dues of an Active shall hold or shall be eligible to hold a member engaged in or on limited leave baccalaureate or higher degree or the of absence from professional educational regular teaching, vocational, or techni- employment are $145. (See Bylaw 2-7.a.) cal certificate required by his or her em- The dues of an Active member who ployment or shall be an exchange teacher has left professional educational employ- who is regularly employed as a teacher in ment to serve as an executive officer of the

101 Membership

Association or of a state or local affiliate • An Active member engaged in pro- shall be equal in amount to the dues of an fessional educational employment pays Active member engaged in or on a limited dues of $76.00. leave of absence from professional educa- • An Active member employed in an tional employment. educational support professional position The 2006–2007 dues of an Active pays dues of $44.00. member employed in an educational sup- The dues of an Active member em- port professional position are $80.50. ployed 25 percent or less the normal (See Bylaw 2-7.a.) schedule for a full-time employee, who The dues of an Active member who has is not employed as a substitute, and who left an educational support professional is not eligible for membership as a full- position to serve as an executive officer of time employee through another local as- the Association or of a state or local affili- sociation are one-quarter the dues of an ate shall be equal in amount to the dues Active member as appropriate. Thus, in of an Active member employed in or on 2006-2007, the amounts for quarter-time a limited leave of absence from an educa- Active members are as follows: tional support professional position. • An Active member engaged in pro- The dues of an Active member who fessional educational employment pays is an exchange teacher from another dues of $41.75. country shall be waived if the exchange • An Active member employed in an teacher continues to hold membership in educational support professional position a national teacher organization in his or pays dues of $25.75. her country of residence, if the national The dues of Active members employed teacher organization grants full mem- as substitutes are one-fourth of the Active bership rights and a dues waiver to any dues, as appropriate. For the 2006– NEA member who is an exchange teacher 2007 school year, those figures are as in that country, and if the state and local follows: NEA affiliates grant full membership • An Active member employed in a rights and a dues waiver to the exchange professional substitute position pays dues teacher. of $41.75. The dues of an Active member em- • An Active member employed as a ployed 50 percent or less but over 25 per- substitute in an educational support pro- cent the normal schedule for a full-time fessional position pays dues of $25.75. employee, who is not employed as a sub- • An Active member who is on a stitute, and who is not eligible for mem- leave of absence of at least six months bership as a full-time employee through from his or her educational position has another local association are one-half the two options with respect to membership: dues of an Active member as appropriate. 1. He or she is eligible for Active Thus, in 2006-2007 the amounts for part- membership with full voting and mem- time Active members are as follows: bership rights; or

102 Membership

2. He or she may join as a Reserve qualified him or her for Active member- member, pay one-half the dues of an ship but who is no longer so employed or Active member (in 2006-2007, $69.00 for who retires and returns to either day-to-day Active members engaged in professional or regular full- or part-time educational educational employment and $37.00 for employment as part of an early retirement those employed in educational support agreement with the local school district. professional positions), and forgo vot- Retired membership is limited to persons ing and membership rights. (See Reserve who support the purposes and programs membership.) of the Association. Retired members shall Active members are eligible to be maintain membership in the state affiliate voting delegates to the Representative provided the affiliate has a membership Assembly and to hold elective and ap- category for retired members and pro- pointive positions in the Association. vided the affiliate grants such members at least the right to serve as delegates to its Reserve. Reserve membership is open delegate assembly or equivalent body and to any person who is on a leave of absence to be counted toward the representation of at least six months from the employ- entitlement for such body.* ment that qualifies him or her for Active The dues of Retired members are membership or who has held Active or established by the Board of Directors Educational Support membership but and payable either through the Retired whose employment status no longer qual- Membership for Life Program or on an ifies that individual for such membership. annual basis. An individual may join as Dues of Reserve members are one- a Retired Member for Life in 2006-2007 half the dues of Active members as ap- by making a one-time, lump-sum pay- propriate (in 2006-2007, $69.00 for those ment of $200. The 2006-2007 annual Active members engaged in professional dues of Retired members are as follows: educational employment and $37.00 for $25 for any person who retired on or af- those employed in educational support ter September 1, 1973, and $5 for anyone professional positions). who retired prior to September 1, 1973. Reserve members may not vote or hold elective or appointive positions in the Association. *A state affiliate must require its retired members to be NEA Retired members if the affiliate has a membership category for retired members and Retired. Retired membership is open grants such members governance rights. Upon to any person who is at least forty-five the vote of the board of directors or equivalent (45) years of age or who is eligible to re- body of the state affiliate, this requirement shall ceive a pension from an educational em- be waived for persons who were retired members of the affiliate during the 1984-85 membership ployment retirement system (including year if such members had governance rights Social Security), and who was employed during 1984-85 or have been granted such rights for at least five (5) years in a position that subsequently.

103 Membership

All NEA Retired members are mem- Student members are eligible to be bers of NEA-Retired, a special NEA voting delegates to the Representative program that provides economic, profes- Assembly, to hold other elective and ap- sional, and personal services to mem- pointive positions as described in the bers. NEA-Retired consists solely of the Constitution and Bylaws, and to be Retired members of NEA. counted toward the representative entitle- NEA members may join the Retired ments for Student members on the Board Membership for Life Program as pre- of Directors and in the Representative retired subscribers in advance of retire- Assembly. ment. Preretired subscribers have no governance rights through NEA-Retired until Substitute. Substitute membership is retirement. open to any educational employee em- Retired members are eligible to be ployed on a day-to-day basis who is eli- voting delegates to the Representative gible for Active membership unless (i) Assembly, to hold other elective or ap- said employee is drawing educational re- pointive positions as described in the tirement benefits and is eligible for NEA Constitution and Bylaws, and to be Retired membership; or (ii) said employee counted toward the representation entitle- is included in a bargaining unit with full- ments for Retired members on the Board time educational employees. In the latter of Directors and in the Representative case, the employee is eligible for Active Assembly. membership at the reduced rate of one- fourth of the Active dues, as appropriate. Student. Student membership is open The option to join the Association as a to any student (a) who is enrolled in a Substitute member is available only to an postsecondary program that is preparato- educational employee who is employed in ry for employment in a position that would a state in which the state affiliate has a make him or her eligible for Active mem- substitute membership category and who bership or (b) who is serving as chairper- maintains membership in the state affili- son of the NEA Advisory Committee of ate’s substitute membership category. Student Members, except that anyone who The dues of a Substitute member, es- has ever been eligible for Active member- tablished by the NEA Board of Directors, ship through professional educational em- are $15 in 2006-2007. Substitute member- ployment shall not be eligible for Student ship entitles the member to the following membership. A student member is re- benefits approved by the Board: quired to maintain membership in the state 1. Receipt of NEA’s every-member affiliate if the affiliate has a membership publication, NEA Today. category for student members. The dues 2. Coverage under the Educators of Student members are established by the Employment Liability (EEL) Program. Representative Assembly in the program 3. Eligibility for special services as budget. Dues are $15 in 2006–2007. applicable.

104 Membership

Substitute members do not have gover- regional offices and assists officers and nance rights within the NEA. staff of local and state affiliates in a variety of ways. NEA departments of the Center Staff. Staff membership is open to any for Great Public Schools coordinate their person employed full time by NEA or any work to craft a quality public policy to of its affiliates in a staff position. Dues of advocate at the bargaining table, in state Staff members are one-half the dues of legislatures, and in Congress. Human and Active members engaged in professional Civil Rights provides a variety of pro- educational employment, or $69.00 in grams and services, including assistance 2006–2007. to affiliates implementing desegregation Full-time staff are eligible only for orders and integration plans, the Minority Staff membership and may not hold elec- Leadership Training Program, and the tive or appointive positions at any level. Women’s Leadership Training Program. Part-time staff are not eligible to serve on The Kate Frank/DuShane Unified the NEA Board of Directors or Executive Legal Services Program (ULSP) is Committee. available to NEA members in accordance with NEA policies. The Educators Life Membership. The Life member- Employment Liability (EEL) Program ship category was terminated in July 1973. provides coverage for up to $1 million in Persons who were Active Life members damages and additional payment for legal as of July 1973 and continue to hold such fees for most civil and some criminal law- membership have the same rights and suits arising out of accidents occurring to privileges as annual Active members. students while members are teaching or supervising educational activities. The Benefits of Membership Association Professional Liability (APL) NEA members receive a variety of Program protects local, state, and na- timely and informative periodicals, in- tional association officers and staff from cluding NEA Today, and publications personal financial liability in lawsuits re- for higher education, educational sup- sulting from their advocacy on behalf of port professionals, and other specialized NEA and its members. constituencies. Through the Attorney Referral NEA publications cover every aspect of Program (ARP), members have access education in the United States today and to a national panel of NEA-approved at- offer members tips and guidance on mat- torneys for personal legal matters such ters of professional and personal concern. as preparation of wills, house closings, NEA offers many direct services to divorce proceedings, and consumer com- members. NEA Research studies profes- plaints. Participating attorneys provide sional problems and issues and provides advice and consultation at no charge and information to state and local affiliates. discount their usual fees by 30 percent as NEA Field Operations oversees the six a service to NEA members.

105 Membership

NEA DUES-TAB Insurance, provided NEA Member Benefits programs are by the NEA Members Insurance Trust, available to members in accordance with is intended to supplement any other in- NEA policies. These programs include surance plans a member may have. It is life, accidental death and dismemberment, available free to all Active (including Life supplemental medical, income protection, Active who are actively employed in the and auto and homeowners insurance. field of education), Staff, and Reserve Other NEA Member Benefits programs members who are actively employed in include investments, such as the NEA the field of education. Valuebuilder Annuity, NEA-Sponsored • It pays $50,000 if death is caused by FDIC-Insured Money Market Account, an accident or assault while the member is and the NEA-Sponsored GoldCertificate on the job or on Association business in CD. Credit and Loan programs include the capacity of Association Leader the NEA Credit Card Program, the NEA • It pays $1,000 per year of continuous Personal Loan, NEA Line of Credit, and membership up to a maximum of $5,000 the NEA Home Financing Programs. for accidental death or dismemberment The NEA Magazine Service and the NEA • It pays $150,000 for death caused Car Rental Programs are included in the by a homicide which occurs while the Discount programs. member is on the job • It pays $200 per year of continuous membership up to a maximum benefit of $1,000 for death due to natural causes.

106 Membership Table 1. NEA Membership, September 2006 # Inc./ # Inc./ K-12 Higher Ed Retired Student Other (a) Total (b) Dec. fr Prior Dec. fr Prior State Act & Life Act & Life Members Members Members Col 2-6 Year-end Year-end 1 2 3 4 5 6 7 8 9

ALABAMA 68,597 3,466 20,183 2,006 2,038 6,290 ,777 6.38 ALASKA 10,667 0 1,437 16 305 12,42 62 4.74 ARIZONA 30,826 162 1,995 351 43 34,077 1,820 .64 ARKANSAS 13,655 26 2,274 212 16,744 99 0.59 CALIFORNIA 294,321 17,592 12,506 1,660 ,401 333,480 3,681 1.12 COLORADO 34,151 106 3,044 616 490 38,40 00 2.40 CONNECTICUT 35,586 0 3,949 226 2,005 41,766 1,337 3.31 DELAWARE 10,691 1 839 123 175 11,829 86 .91 DC 155 147 75 6 416 -84 -9.51 FEDERAL 0 0 343 4 6,864 ,211 292 4.22 FLORIDA 116,903 4,142 2,859 496 2,491 126,891 ,143 .97 GEORGIA 32,037 105 2,509 4,402 308 39,361 -874 -2.17 HAWAII 12,530 2,942 3,950 438 1,025 20,885 1,334 6.82 IDAHO 11,408 2 1,001 261 06 13,578 1 4.55 ILLINOIS 111,116 3,883 6,679 1,078 6,661 129,41 ,081 4.09 INDIANA 45,485 26 3,227 1,869 2,724 3,331 6 1.83 IOWA 28,048 1,075 1,346 660 6,615 37,744 -53 -0.14 KANSAS 24,469 874 1,415 1,53 29,088 612 2.15 KENTUCKY 30,517 13 3,672 2,323 873 37,398 1,667 4.67 LOUISIANA 13,952 36 0 244 291 15,273 -753 -4.70 MAINE 17,977 1,978 4,855 80 841 25,731 69 0.27 MARYLAND 60,373 39 2,738 211 230 63,591 3,770 6.30 MASSACHUSETTS 82,251 11,42 ,475 287 1,792 105,234 ,03 .17 MICHIGAN 113,274 8,683 25,014 2,274 24,906 174,151 -2,490 -1.41 MINNESOTA 69,410 3,74 ,0 ,012 2,266 85,494 1,087 1.29 MISSISSIPPI 5,482 96 1,460 831 61 ,930 31 0.39 MISSOURI 27,762 404 3,458 1,478 606 33,708 1,60 .01 MONTANA 12,444 39 881 49 353 15,366 475 3.19 NEBRASKA 20,464 1,038 3,605 1,703 1,915 28,725 2,381 .04 NEVADA 25,848 0 46 251 423 27,268 ,055 22.76 NEW HAMPSHIRE 13,970 154 1,210 80 1,408 16,822 1,311 8.45 NEW JERSEY 165,635 3,913 21,065 1,038 3,538 195,189 6,576 3.49 NEW MEXICO 7,137 61 845 208 231 8,482 291 3.55 NEW YORK 30,670 2,513 4,623 303 3,126 41,235 691 1.70 NORTH CAROLINA 46,935 25 11,248 1,013 1,304 60,525 -1,060 -1.72 NORTH DAKOTA ,005 2 32 14 13 8,991 42 .01 OHIO 115,097 1,666 6,070 1,642 3,573 128,048 -941 -0.73 OKLAHOMA 23,955 266 1,657 1,226 00 27,604 1,44 .54 OREGON 36,599 2,121 2,042 339 1,307 42,408 2,060 .11 PENNSYLVANIA 134,818 1,080 17,90 ,043 19,467 182,313 8,419 4.84 RHODE ISLAND ,361 1,946 1,706 3 11,593 447 4.01 SOUTH CAROLINA ,976 8 2,332 844 380 13,540 -124 -0.91 SOUTH DAKOTA ,810 172 4 39 146 ,241 -90 -1.23 TENNESSEE 45,450 112 6,506 4,330 1,30 ,707 2,009 3.61 TEXAS 39,184 1,041 1,991 38 489 43,443 676 1.58 UTAH 23,806 0 1,048 101 175 25,130 6,253 33.12 VERMONT 9,557 0 29 52 81 11,51 21 6.68 VIRGINIA 49,918 5 3,640 1,2 ,025 61,867 2,447 4.12 WASHINGTON 6,214 1,842 3,825 1,442 1,677 85,000 3,235 3.96 WEST VIRGINIA 12,696 329 1,071 331 300 14,727 -323 -2.15 WISCONSIN 82,688 3,282 8,382 1,900 2,20 8,457 1,329 1.37 WYOMING 5,231 1 07 82 287 6,462 321 .23 OTHER 72 0 115 4 122 435 -398 -47.78

TOTAL 2,310,183 83,671 231,56 ,018 127,371 2,811,930 85,709 3.14 (a) Substitute, Reserve and Staff members; NEA Life members who also hold annual or lifetime membership in NEA-R; and preretired subscribers to NEA-R. (b) The totals in Column 7 represent NEA members in all classes existing for the 2005-2006 membership year--Active, Retired, Active-Life, Student, Substitute, Reserve and Staff. Only Active and Active-Life members count toward a state’s eligibility for additional directors. (c) Puerto Rico direct members are now included in Other.

107

The Charter of the National Education Association

1857–70 THE NATIONAL TEACHERS’ ASSOCIATION Organized August 26, 1857, at Philadelphia, Pennsylvania. PURPOSE — To elevate the character and advance the interests of the profession of teaching and to promote the cause of popular education in the United States. [The word “popular’’ was dropped in the 1907 Act of Incorporation.] The name of the Association was changed at Cleveland, Ohio, on August 15, 1870, to the “National Educational Association.’’ 1870–1907 NATIONAL EDUCATIONAL ASSOCIATION Incorporated under the laws of the District of Columbia, February 24, 1886, under the name “National Education Association,’’ which was changed to “National Educational Association,’’ by certificate filed November 6, 1886. 1907– NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES Incorporated under a special act of Congress, approved June 30, 1906, to succeed the “National Educational Association.’’ The Charter was accepted and Bylaws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California. Act of Incorporation An Act To Incorporate the National Education Association of the United States

Be it enacted by the Senate and House of directors and trustees of the National Representatives of the United States of Educational Association, a corporation America in Congress assembled: organized in the year eighteen hundred and eighty-six, under the Act of General List of Incorporators Incorporation of the Revised Statutes of Section 1. That the following-named the District of Columbia viz.: Nathan persons, who are now officers and C. Schaeffer, Eliphalet Oram Lyte, John

109 Charter

W. Lansinger, of Pennsylvania; Isaac W. Maxwell, Charles R. Skinner, Albert P. Hill, of Alabama; Arthur J. Matthews, Marble, James C. Byrnes, of New York; of Arizona; John H. Hinemon, George James Y. Joyner, Julius Isaac Foust, of B. Cook, of Arkansas; Joseph O’Connor, North Carolina; Pitt Gordon Knowlton, Josiah L. Pickard, Arthur H. Chamberlain, of North Dakota; Oscar T. Corson, Jacob of California; Aaron Gove, Ezekiel H. A. Shawan, Wills L. Griswold, of Ohio; Cook, Lewis C. Greenlee, of Colorado; Edgar S. Vaught, Andrew R. Hickham, Charles H. Keyes, of Connecticut; George of Oklahoma; Charles Carroll Stratton, W. Twitmyer, of Delaware; J. Ormond Edwin D. Ressler, of Oregon; Thomas W. Wilson, William T. Harris, Alexander T. Bicknell, Walter Ballou Jacobs, of Rhode Stuart, of the District of Columbia; Clem Island; David B. Johnson, Robert P. Hampton, of Florida; William M. Slaton, Pell, of South Carolina; Moritz Adelbert of Georgia; Frances Mann, of Idaho; J. Langer, of South Dakota; Eugene F. Stanley Brown, Albert G. Lane, Charles Turner, of Tennessee; Lloyd E. Wolt, of I. Parker, John W. Cook, Joshua Pike, Texas; David H. Christensen, of Utah; Albert R. Taylor, Joseph A. Mercer, of Henry O. Wheeler, Isaac Thomas, of Illinois; Nebraska Cropsey, Thomas A. Vermont; Joseph L. Jarmon, of Virginia; Mott, of Indiana; John D. Benedict, of Edward T. Mathes, of Washington; T. Indian Territory; John F. Riggs, Ashley V. Marcellus Marshall, Lucy Robinson, Storm, of Iowa; John W. Spindler, Jasper of West Virginia; Lorenzo D. Harvey, N. Wilkinson, A. V. Jewett, Luther D. of Wisconsin; Thomas T. Tynan, of Whittemore, of Kansas; William Henry Wyoming; Cassia Patton, of Alaska; Bartholomew, of Kentucky; Warren Frank H. Ball, of Puerto Rico; Arthur F. Easton, of Louisiana; John S. Locke, of Griffiths, of Hawaii; G. H. Maxson, of the Maine; M. Bates Stephens, of Maryland; Philippine Islands; and such other persons Charles W. Eliot, Mary H. Hunt, Henry as now are or may hereafter be associated T. Bailey, of Massachusetts; Hugh A. with them as officers or members of said Graham, Charles G. White, William H. Association, are hereby incorporated and Elson, of Michigan; William F. Phelps, declared to be a body corporate of the Irwin Shepard, John A. Cranston, District of Columbia by the name of the of Minnesota; Robert B. Fulton, of “National Education Association of the Mississippi; F. Louis Soldan, James M. United States,’’ and by that name shall be Greenwood, William J. Hawkins, of known and have a perpetual succession Missouri; Oscar J. Craig, of Montana; with the powers, limitations, and restric- George L. Towne, of Nebraska; Joseph tions herein contained. E. Stubbs, of Nevada; James E. Klock, of New Hampshire; James M. Green, John Purpose and Departments Enright, of New Jersey; Charles M. Light, Section 2. That the purpose and objects of New Mexico; James H. Canfield, of the said corporation shall be to elevate Nicholas Murray Butler, William H. the character and advance the interests

110 Charter of the profession of teaching and to pro- or lease the same for the purpose of its mote the cause of education in the United incorporation; to accept and administer States. This corporation shall include the any trust of real or personal estate for any National Council of Education and the educational purpose within the objects of following departments, and such others as the corporation; and to borrow money for may hereafter be created by organization its corporate purposes, issue bonds there- or consolidation, to wit: The Departments, for, and secure the same by mortgage, first, of Superintendence; second, of deed of trust, pledge, or otherwise. Normal Schools; third, of Elementary Education; fourth, of Higher Education; Property to Be Tax-Exempt fifth, of Manual Training; sixth, of Art Section 4. That all real property of Education; seventh, of Kindergarten the corporation within the District of Education; eighth, of Music Education; Columbia which shall be used by the ninth, of Secondary Education; tenth, of corporation for the educational or other Business Education; eleventh, of Child purposes of the corporation as aforesaid Study; twelfth, of Physical Education; other than the purposes of producing in- thirteenth, of Natural Science Instruction; come and all personal property and funds fourteenth, of School Administration; of the corporation held, used, or invested fifteenth, of the Library; sixteenth, of for educational purposes aforesaid, or to Special Education; seventeenth, of Indian produce income to be used for such pur- Education; the powers and duties and the poses, shall be exempt from taxation; pro- numbers and names of these departments vided, however, that this exemption shall and of the National Council of Education not apply to any property of the corpora- may be changed or abolished at the plea- tion which shall not be used for, or the insure of the corporation, as provided in its come of which shall not be applied to, the Bylaws. educational purposes of the corporation; and, provided further, that the corporation Powers of Corporation shall annually file, with the Commissioner Section 3. That the said corporation of Education of the United States, a report shall further have power to have and to use in writing, stating in detail the property, a common seal, and to alter and change real and personal, held by the corporation, the same at its pleasure; to sue or to be and the expenditure or other use or dispo- sued in any court of the United States, or sition of the same, or the income thereof, other court of competent jurisdiction; to during the preceding year. make bylaws not inconsistent with the provisions of this Act or of the Constitution Members of the United States; to take or receive, Section 5. The qualification, classifica- whether by gift, grant, devise, bequest, or tions, rights, and obligations of members purchase, any real or personal estate, and of said corporation shall be prescribed in to hold, grant, transfer, sell, convey, hire, the Bylaws of the corporation.

111 Charter

Officers Act shall be accepted by such Association Section 6. (a) The officers of the at the next annual meeting of the corporation shall be a president, one or Association, and until new Bylaws shall more vice-presidents, a secretary, a treas- be adopted; and that the present officers, urer, a Board of Directors, an Executive directors, and trustees of said Association Committee, and such boards, councils, shall continue to hold office and perform committees, and other officers as shall be their respective duties as such until the prescribed in the Bylaws. expiration of terms for which they were severally elected or appointed, and until Additional Boards, Councils, their successors are elected. That at such Committees, and Officers annual meeting the active members of (b) Except as limited by this Act, as the National Educational Association, amended, the Bylaws of the corporation then present, may organize and proceed shall prescribe the powers, duties, terms to accept the charter granted by this Act of office, and the manner of election or and adopt bylaws, to elect officers to suc- appointment of the said officers, boards, ceed those whose terms have expired or councils, and committees; and the said are about to expire, and generally to orga- corporation may by its Bylaws make other nize the “National Education Association and different provisions as to the numbers of the United States’’; and that the Board and names of the officers, boards, coun- of Trustees of the corporation hereby in- cils, and committees. corporated shall thereupon, if the charter granted by this Act be accepted, receive, [Section 7 has been deleted.] take over, and enter into possession, custody, and management of all property, Section 8. That the principal office of real and personal, of the corporation here- the said corporation shall be in the city tofore known as the National Educational of Washington, D.C.; provided, that the Association incorporated as aforesaid, meetings of the corporation, its officers, under the Revised Statutes of the District committees, and departments, may be of Columbia, and all its rights, contracts, held, and that its business may be trans- claims, and property of every kind and na- acted, and an office or offices may be ture whatsoever, and the several officers, maintained elsewhere within the United directors, and trustees of such last-named States, as may be determined in accor- Association, or any other person having dance with the Bylaws. charge of any of the securities, funds, books, or property thereof, real or person- Acceptance of This Charter al, shall on demand deliver the same to the Section 9. That the charter, constitution, proper officers, directors, or trustees of and bylaws of the National Educational the corporation hereby created. Provided, Association shall continue in full force that a verified certificate executed by the and effect until the charter granted by this presiding officer and secretary of such

112 Charter annual meeting, showing the acceptance have abated or been discontinued by rea- of the charter granted by this Act by the son of this Act. National Educational Association, shall be legal evidence of the fact, when filed Amendments to Charter with the Recorder of Deeds of the District Section 11. That Congress may from of Columbia; and provided further, that in time to time, alter, repeal, or modify this the event of the failure of the Association Act of Incorporation, but no contract or to accept the charter granted by this Act individual right made or acquired shall at said annual meeting, then the charter thereby be divested or impaired. of the National Educational Association and its incorporate existence shall be and Creation of Representative are hereby extended until the thirty-first Assembly day of July, nineteen hundred and eight, Section 12. That said corporation may and at any time before said date its charter provide, by amendment to its Bylaws, that may be extended in the manner and form the powers of the active members exer- provided by the general corporation of the cised at the annual meeting in the election District of Columbia. of officers and the transaction of business shall be vested in and exercised by a rep- Rights of Creditors resentative assembly composed of dele- Section 10. That the rights of creditors gates apportioned, elected, and governed of the said existing corporation, known in accordance with the provisions of the as the National Educational Association, Bylaws adopted by said corporation. shall not in any manner be impaired by the passage of this Act, or the transfer of the Sections 1-11 were passed by Congress property heretofore mentioned, nor shall and approved by the President, June 30, any liability or obligation, or payment of 1906. They were accepted and adopted as any sum due or to become due, or any the Constitution of the National Education claim or demand, in any manner, or for Association of the United States by the ac- any cause existing against the said exist- tive members of the National Educational ing corporation, be released or impaired; Association in annual session at Los and the corporation hereby incorporated Angeles, California, July 10, 1907. is declared to succeed to the obligations Section 12 was passed by Congress and and liabilities, and to be held liable to pay approved by the President of the United and discharge all of its debts, liabilities, States, May 13, 1920, as an amendment to and contracts of the said corporation so the original Act of Incorporation. It was existing, to the same effect as if such new accepted and adopted as an amendment to corporation had itself incurred the obliga- the Constitution of the National Education tion or liability to pay such debts or dam- Association of the United States by the ages, and no action or proceeding before active members thereof in annual session any court or tribunal shall be deemed to at Salt Lake City, Utah, July 9, 1920.

113 Charter

Sections 5-8 were amended by make Section 7 of no further force and Congress and approved by the President effect by permitting the Representative of the United States, June 14, 1937. These Assembly to make bylaw amendments af- amendments were accepted as amend- fecting the administration of the property ments to the Charter and adopted as of the Corporation (see Article XI, NEA amendments to the Constitution by the Bylaws*) and the selection of the secre- Representative Assembly of the National tary of the Association (see Article V, Education Association of the United States Section 3[i], NEA Bylaws†). at Detroit, Michigan, June 29, 1937. Sections 3, 6, and 7 were amended by *This is a reference to the Bylaws that were in Congress and approved by the President effect in June 1969. In the current Bylaws, the comparable provision is Bylaw 11. of the United States in June 1969. In addition, Congress gave to the NEA †This is a reference to the Bylaws that were in Representative Assembly the power to effect in June 1969. In the current Bylaws, the comparable provision is Bylaw 10-1.

114 Constitution of the National Education Association of the United States

Preamble We, the members of the National Education Association of the United States, in order that the Association may serve as the national voice for education, advance the cause of public education for all individuals, promote the health and welfare of children and/or students, promote professional excellence among educators, gain recognition of the basic importance of the teacher in the learning process and other employees in the educational effort, protect the rights of educational employees and advance their interests and welfare, secure professional autonomy, unite educational employees for effective citizenship, promote and protect human and civil rights, and obtain for its members the benefits of an independent, united education profession, do hereby adopt this Constitution.

Article I. Name, Goals, goals. Nothing in this Constitution or in Objectives, and Authorities for the Bylaws shall be construed to prevent Governance the Association from pursuing objectives which are consistent with the stated goals Section 1. Name. of the Association. The name of this organization shall be the National Education Association of the Section 3. Governance. United States. The Association shall be governed by its Charter, this Constitution, the Bylaws, Section 2. Goals and Objectives. the Standing Rules, and such other actions The goals of the Association shall be as the Representative Assembly, the Board as stated in the Preamble. The Association of Directors, and the Executive Committee shall have all power necessary and proper may take consistent therewith. to take action for the attainment of these

115 Constitution

Article II. Membership Article III. Representative Assembly Section 1. Categories of Membership. Section 1. Accountability. Membership in the Association shall The Representative Assembly, com- comprise a category of Active members prising members of the Association, de- and such other categories as may be pro- rives its powers from and shall be respon- vided in the Bylaws. sible to the membership. Section 2. Membership Section 2. Allocation of Eligibility: Provisions and Delegates. Limitations. a. Except as otherwise provided in a. Membership, as provided in the Subsection (c) below, allocation of dele- Bylaws, shall be open to persons en- gate credentials to state affiliates shall be gaged in the profession of teaching or in based on the ratio of 1:1,000 Active mem- other educational work who shall agree bers of the Association within the state. to subscribe to the goals and objectives No state shall receive fewer than fifteen of the Association and to abide by its (15) delegate credentials. Other delegate Constitution and Bylaws. credentials shall be allocated as provided b. Members engaged in teaching or in the Bylaws. in other educational work shall adhere b. Except as otherwise provided in to the Code of Ethics of the Education Subsection (c) below, allocation of dele- Profession. gate credentials to local affiliates shall be c. An application for membership based on the ratio of 1:150 Active mem- shall be subject to review as provided in bers of the Association or major fraction the Bylaws. thereof. Local affiliates within a state d. The Association shall not deny may similarly join together to form mem- membership to individuals on the basis of bership units for the purpose of represen- race, color, national origin, creed, gender, tation. Allocation of delegate credentials sexual orientation, age, handicap, marital for such clustered local affiliates shall be status, or economic status, nor shall any based on the ratio of 1:150 Active mem- organization which so denies member- bers of the Association or major fraction ship be affiliated with the Association. thereof. c. The ratios to be used for the al- Section 3. Property Interest of location of delegate credentials to state Members. affiliates, dual-national state affiliates, All right, title, and interest, both legal and dual-national local affiliates shall and equitable, of a member in and to the be proportionately adjusted to reflect property of the Association shall end upon the reduction in Association dues paid the termination of such membership. by Active members of such affiliates

116 Constitution pursuant to Bylaw 2-7.n., provided that this for Association officers. Article III, Section 2 (c) shall not apply to Election to the presidency of a state af- Active members of a dual-national local filiate by vote of members in the state who affiliate (i) in a state that does not have a are eligible to vote in such election shall dual-national state affiliate, and (ii) that constitute election to the Representative became affiliated with the Association Assembly for all purposes. as a dual-national local affiliate prior to Election to the presidency of a state af- September 1, 1999. filiate by the state representative body shall d. The Bylaws shall define the term constitute election to the Representative ethnic minority and shall seek to achieve Assembly for all purposes except voting ethnic-minority representation in the in elections for Association officers. Representative Assembly. Selection as chairperson of the Advisory Committee of Student Section 3. Election of Delegates. Members shall constitute election to the a. Members of the Representative Representative Assembly for all purposes Assembly shall be elected in accordance except voting in elections for Association with the one-person–one-vote principle. officers. Specific exceptions to the application Election to the presidency of National of this principle may be set forth in this Education Association-Retired shall Constitution and/or the Bylaws. constitute election to the Representative b. Election to the Board of Directors Assembly for all purposes except voting by the Active NEA members within in elections for Association officers. the state shall constitute election to the c. Election of delegates to the Representative Assembly for all purposes. Representative Assembly shall be by se- Election to the Board of Directors cret ballot for each individual position. by the Active NEA members elected to The NEA members within each member- serve as delegates to the state representa- ship group entitled to delegate allocations tive body shall constitute election to the as set forth in the Constitution and the Representative Assembly for all purposes Bylaws shall be eligible to vote. except voting in elections for Association d. If the number of candidates for officers. delegate positions is equal to or less than Election to the Board of Directors as a the number of positions to be filled, elec- retired or student director shall constitute tions may be waived, and the candidates election to the Representative Assembly declared elected to the delegate positions for all purposes except voting in elections in question. for Association officers. Election to executive office or to the Section 4. Seating of Delegates. Executive Committee shall constitute The Representative Assembly shall election to the Representative Assembly have jurisdiction over the seating of its for all purposes except voting in elections delegates

117 Constitution

Section 5. Meetings. h. Adopt the rules and agenda govern- The Representative Assembly shall ing its meetings; and meet at least annually. This stipulation i. Enact such other measures as shall apply except in cases of emergency. may be necessary to achieve the goals and objectives of the Association which Section 6. Committees. are not in conflict with the Charter, this All appointive bodies of the Association Constitution, or the Bylaws. except the Review Board shall be designated by the term committee. A Committee Section 8. Objectives. on Constitution, Bylaws, and Rules shall The Representative Assembly may pe- be established by the Representative riodically establish specific objectives in Assembly. All other committees shall be the pursuance of the stated goals of the established or discontinued as provided Association. in the Bylaws. All committees except the Advisory Committee of Student Members Section 9. Postponement of shall comprise at least seventy-five (75) Annual Meeting. percent classroom teachers. There shall In the event of an emergency, the Board be a minimum of twenty (20) percent may postpone the Annual Meeting as pro- ethnic-minority representation on each vided by the Bylaws. In the event of such committee. postponement, all officers and members of boards and committees authorized by Section 7. Functions. this Constitution and by the Bylaws shall The Representative Assembly shall: remain in office until the Representative a. Establish Association policies and Assembly convenes. It shall then provide objectives; for their successors. b. Elect the President, the Vice- President, the Secretary-Treasurer, Article IV. Executive Officers the at-large members of the Board of Directors, and the members of the Section 1. Executive Officers. Executive Committee as provided in this The executive officers of the Associ Constitution and/or the Bylaws; ation shall be the President, the Vice- c. Adopt the budget; President, and the Secretary-Treasurer. d. Establish dues; e. Approve or ratify the establishment Section 2. Qualifications for of subsidiary corporate structures; Executive Officers. f. Exercise final authority in all mat- All candidates for the office of ters of the Association; President, Vice-President, and Secretary- g. Amend this Constitution and the Treasurer shall have been Active members Bylaws in accordance with Article IX of the Association for at least two (2) years hereof; immediately preceding the election. All

118 Constitution executive officers shall maintain Active Section 4. Affirmative Action membership in the Association. Procedure. By December 1 of each membership Section 3. Elections, Terms, and year immediately preceding the next Salaries. membership year in which a presidential a. Beginning in 1993 and each third election is to be held (i.e., approximately year thereafter, the President and the 18 months prior to the date of the elec- Vice-President shall be nominated at and tion), appropriate information about the elected by the Representative Assembly at office of President and the electoral pro- the Annual Meeting in accordance with cess, including all relevant timelines, this Constitution, the Bylaws, and the shall be sent to each of the ethnic-minor- Standing Rules. ity special interest groups identified in b. Beginning in 1994 and each third Bylaw 12; and year thereafter, the Secretary-Treasurer During the membership year in which shall be nominated at and elected by the aforesaid presidential election is the Representative Assembly at the to be held, a copy of this section of the Annual Meeting in accordance with Constitution, with an appropriate explana- this Constitution, the Bylaws, and the tion as to its background and intent, shall Standing Rules. be included in (a) an Association publi- c. In an election for President, Vice- cation sent to all members by December President, or Secretary-Treasurer, if there 1 and (b) the material that is sent to the is only one (1) candidate for the position, delegates to that year’s Representative the Chair shall declare such candidate Assembly. elected. If, after any period of eleven (11) con- d. The terms of the President, of the secutive membership years a member of Vice-President, and of the Secretary- an ethnic-minority group has not served Treasurer shall be three (3) years begin- as President, the Association shall take ning September 1 following their elec- such steps as may be legally permissible tion. Each executive officer shall remain to elect a member of an ethnic-minority in office through August 31 of the year group. in which a successor is elected, unless otherwise provided in this Constitution. Section 5. Succession and An executive officer shall serve no more Vacancies. than two (2) terms in the office to which Vacancies occurring by reason of elected. death, resignation, incapacity, judgment e. The executive officers shall serve of impeachment, or other disqualification full time; their salaries shall be estab- shall be filled as follows: lished by the Board of Directors. a. A vacancy in the office of President shall be filled by the Vice-President.

119 Constitution

b. If, during the first or second year members of the Association, and (c) three of a term a vacancy in either the office of (3) directors for the Student members of Vice-President or the office of Secretary- the Association. Treasurer occurs, such vacancy shall be Except as otherwise provided below, filled by the Board of Directors, which each state unit shall be entitled to an ad- shall elect a successor to serve until ditional director for each 20,000 Active the next meeting of the Representative members of the Association, provided Assembly. The Representative Assembly that if the number of state directors reach- shall then elect a successor for the remain- es one hundred fifty (150), the number of der of the term. In the event a vacancy oc- directors to which the state units are en- curs during the third year of a term, the titled shall be adjusted to prevent the total Board of Directors shall elect a successor from exceeding one hundred fifty (150). for the remainder of the term. The Board of Directors shall adopt rules for implementing this provision. The num- Section 6. Impeachment. ber of Active members of the Association Executive officers of the Association that shall be required to entitle a state af- may be impeached for violation of filiate or a dual-national state affiliate to the Code of Ethics of the Education an additional director shall be proportion- Profession, for misfeasance, for malfea- ately adjusted to reflect the reduction in sance, or for nonfeasance in office. Association dues paid by such members a. Impeachment proceedings against pursuant to Bylaw 2-7.n, provided that an executive officer shall be initiated by this Article V. Section 1 shall not apply to written petition submitted to the Review Active members of a dual-national local Board by at least fifteen (15) percent of the affiliate (i) in a state that does not have certified delegates to the Representative a dual-national state affiliate, and (ii) that Assembly. become affiliated with the Association b. If, after a due process hearing, a as a dual-national local affiliate prior to two-thirds (2/3) vote of the Review Board September 1, 1999. shall sustain the charge, the office shall The executive officers and other mem- become vacant. bers of the Executive Committee shall c. The officer may appeal the decision be members of the Board of Directors ex to the Board of Directors. officio. a. At least one (1) director elected Article V. Board of Directors within each state shall be a nonsupervisor and, if a state is entitled to more than Section 1. Composition. one (1) director, at least one (1) shall be The Board shall consist of (a) at least a classroom teacher. The total number one (1) director from each association af- of additional directors representing the filiated with the Association as a state af- members in each state affiliate after the filiate, (b) six (6) directors for the Retired first shall be on the basis of proportional

120 Constitution representation by educational position of resentation, the Representative Assembly NEA members. shall elect at large the number required to b. In the event that the first three (3) assure such representation. Candidates for directors from a state or the first three (3) these positions shall be nominated by the retired directors do not include at least delegates at the Representative Assembly one (1) ethnic-minority person, the state who are administrators. affiliate or the retired delegates to the e. Classroom teachers in higher edu- Representative Assembly, as the case may cation shall be represented on the Board be, shall take all legally permissible steps at least in proportion to their membership to elect a fourth director who is from an in the Association. If the percentage of ethnic-minority group. classroom teachers in higher education c. Members from ethnic minorities elected to the Board of Directors fails to shall comprise at least twenty (20) per- achieve such proportional representation, cent of the Board. The Representative the Representative Assembly shall elect at Assembly shall elect additional directors large the number required to assure such as appropriate to assure such ethnic-mi- representation. Candidates for these posi- nority representation. If, between meet- tions shall be nominated by the delegates ings of the Representative Assembly, eth- at the Representative Assembly who are nic-minority representation on the Board classroom teachers in higher education. falls below twenty (20) percent, the Board f. Active members employed in edu- shall elect additional directors as appro- cational support positions shall be repre- priate to assure the necessary ethnic-mi- sented on the Board at least in proportion nority representation, provided that such to their membership in the Association. If an election can be held at a Board meet- the percentage of such members elected ing prior to the meeting that takes place to the Board fails to achieve such propor- in connection with the Annual Meeting. tional representation, the Representative Candidates for these positions shall be Assembly shall elect at large the num- nominated by members of the Board and ber required to assure such representa- ethnic-minority caucus chairpersons, and tion. Candidates for these positions shall any ethnic-minority person who other- be nominated by the delegates at the wise is eligible to serve on the Board may Representative Assembly who are Active be a candidate. The person(s) elected members employed in educational sup- shall serve until an election can be held port positions. by the next Representative Assembly in g. In elections for at-large posi- accordance with this section. tions on the Board of Directors at the d. Administrators shall be represented Representative Assembly, if the number on the Board in proportion to their member- of candidates nominated equals the num- ship in the Association. If the percentage ber of positions to be filled, the Chair of administrators elected to the Board of shall declare such candidates elected. Directors fails to achieve proportional rep-

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h. Student and retired representation Section 3. Functions. on the Board of Directors shall not be Consistent with the goals and objec- computed in determining the representatives and the existing policies of the tion entitlements of administrators, class- Association, the Board of Directors shall room teachers in higher education, or act for the Association between meetings Active members employed in educational of the Representative Assembly and in ad- support positions. dition shall have the sole responsibility for any matter expressly delegated to it by Section 2. Terms of Office. the Representative Assembly. a. The terms of office of NEA state, at-large, and retired directors shall be Article VI. Executive Committee three (3) years. b. NEA state and at-large directors Section 1. Composition. shall serve no more than two (2) terms. The Executive Committee shall con- Prior service as a student director shall sist of the three (3) executive officers and not be counted toward the two (2) term six (6) members who shall be officers of limit for state and at-large directors. the Association. c. Retired directors shall serve no a. The executive officers and the six more than two (2) terms. Prior service on (6) members of the Executive Committee the Board of Directors in a position other shall be nominated and elected at large by than a retired director position shall not the Representative Assembly by majority be counted toward the two (2) term limit vote and by secret ballot for each individ- for a retired director. ual office. d. All candidates for NEA state direc- b. If the number of candidates for the tor shall have been Active members of Executive Committee equals the number the Association for at least two (2) years of positions to be filled, the Chair shall immediately preceding the election. All declare such candidates elected. state directors shall maintain throughout c. Members from ethnic minorities their terms of office Active membership shall comprise at least twenty (20) per- in the Association. cent of the Executive Committee. The e. Retired directors shall maintain Representative Assembly shall elect addi- Retired membership throughout their tional Executive Committee members as terms of office. appropriate to assure such ethnic-minor- f. Student directors shall serve terms ity representation. of one (1) year and may not serve more than two (2) terms. The directors shall be Section 2. Qualifications and Student members of the Association. Terms of Office. a. Terms of the Executive Committee members shall be three (3) years beginning September 1 following the election. Such

122 Constitution members of the Executive Committee Article VII. Review Board shall not serve more than two (2) terms. b. All candidates shall have been Section 1. Active members of the Association for at The judicial powers of the Association least two (2) years immediately preceding as described in this Article shall be vested the election. All Executive Committee in the Review Board. members shall maintain throughout their terms of office Active membership in the Section 2. Powers. Association. The jurisdiction of the Review Board shall extend to cases as herein defined: Section 3. Functions. a. The Review Board shall have origi- Consistent with the goals and objec- nal jurisdiction in the following cases: tives and the existing policies of the 1. Impeachment of an officer who Association, the Executive Committee is a member of the Executive Committee; shall act for the Association between 2. Alleged violations of the Code meetings of the Board of Directors and in of Ethics of the Education Profession; addition shall have the sole responsibility 3. The censure, suspension, or ex- for any matter expressly delegated to it by pulsion of a member; the Representative Assembly and/or the 4. Review, upon request, of an Board of Directors. action of the Executive Committee, Board of Directors, or Representative Section 4. Impeachment. Assembly regarding consistent applica- Officers of the Association may be tion of the Constitution or Bylaws of the impeached for violation of the Code of Association. Ethics of the Education Profession, for b. The Review Board shall have the misfeasance, for malfeasance, or for non- following powers subject to the condi- feasance in office. tions as herein outlined: a. Impeachment proceedings against 1. To impeach an officer. The of- an officer may be initiated by written ficer shall have the right to appeal to the petition submitted to the Review Board Board of Directors; by at least fifteen (15) percent of the 2. To censure, suspend, or expel certified delegates to the Representative a member for violation of the Code of Assembly. Ethics of the Education Profession or b. If, after a due process hearing, a other sufficient cause. The member shall two-thirds (2/3) vote of the Review Board have the right to appeal to the Executive shall sustain the charge, the office shall Committee on procedural grounds only; become vacant. 3. To vacate censure, lift suspen- c. The officer may appeal the decision sion, or reinstate a member; to the Board of Directors. 4. To review an action of the Executive Committee, Board of Directors,

123 Constitution or Representative Assembly for consis- Assembly under rules determined by the tency with the Constitution and Bylaws Board of Directors. and to recommend to the appropriate 2. An affirmative vote of the governing body remedial action if neces- Executive Committee shall be required to sary. Requests for review may be made order an impeachment hearing on speci- only by the Executive Committee, Board fied charges. of Directors, Representative Assembly, a 3. An affirmative vote of at least local or state affiliate (by official action), two-thirds (2/3) of the members of the or upon petition of ten (10) percent of the Executive Committee shall be required to certified delegates of the Representative sustain a charge following a due process Assembly. hearing before the Committee and the position shall become vacant. Section 3. Review Board 4. The member has the right to ap- Appointment. peal the Executive Committee decision to The Review Board shall be appointed the Board of Directors. No member of the by the President with the advice and con- Executive Committee shall be a party to sent of the Board of Directors. the appellate procedure. Section 4. Review Board Article VIII. Affiliates and Prerogatives. Special Interest Groups The Review Board shall establish its rules of procedure with the approval of Section 1. Affiliation. the Board of Directors. Due process must Affiliation shall mean a relation- be guaranteed in all its proceedings. ship based on a reciprocal contractual agreement between the Association and Section 5. Impeachment. an organization involved with or inter- a. Members of the Review Board may ested in education and shall continue be impeached for violation of the Code of until the affiliate withdraws or becomes Ethics of the Education Profession, for disaffiliated. misfeasance, for malfeasance, or for nonfeasance in office. Section 2. Ethnic-Minority b. The process for impeachment Representation. of Review Board members shall be as Affiliates of the Association shall take follows: all reasonable and legally permissible 1. Proceedings against a member steps to achieve on their elective and ap- of the Review Board shall be initiated by pointive bodies ethnic-minority repre- action of the Representative Assembly, or sentation that is at least proportionate to by official action of a local or state affiliate the ethnic-minority membership of the or upon petition of ten (10) percent of the affiliate. certified delegates of the Representative

124 Constitution

Section 3. Classes. Article IX. Amendment of The classes of affiliates shall be gover- Constitution and Bylaws nance, nongovernance, and such other affiliates as may be provided in the Bylaws. Section 1. Proposal of a. The governance class shall com- Amendments. prise local and state affiliates exclusively. Amendments to the Constitution b. The nongovernance class shall or the Bylaws may be proposed to the comprise all other affiliated professional Representative Assembly by one or more and nonprofessional organizations. of the following methods: a. By petition signed by at least one Section 4. Rights of Active hundred (100) Active members from Members in Governance two (2) or more states and submit- Affiliates. ted to the Committee on Constitution, Each governance affiliate shall guar- Bylaws, and Rules for presentation to the antee its active members an open nomina- Representative Assembly; tion procedure and a secret ballot except b. By petition signed by at least fifty as otherwise provided in this Constitution (50) certified delegates and submit- or in the Bylaws. No governance affiliate ted to the Committee on Constitution, shall discriminate against its active mem- Bylaws, and Rules for presentation to the bers in their right to vote, seek office, or Representative Assembly; otherwise participate in the affairs of the c. By at least two (2) state delegations affiliate, of other governance affiliates, or in the Representative Assembly whose of the Association. concurrence in the proposed amendment is evidenced either by a majority vote of Section 5. Standards and those delegates present and voting in each Procedures for Affiliation. delegation at a regularly called meeting Affiliates which fail to comply with of the delegation held in connection with standards and procedures set forth in the the Annual Meeting or by petition signed Bylaws shall be subject to censure, sus- by a majority of the members of each del- pension, or disaffiliation as prescribed in egation. Proposals shall then be submit- this Constitution. ted to the Committee on Constitution, Bylaws, and Rules for presentation to the Section 6. Special Interest Representative Assembly. Groups. d. By majority vote of the NEA Any organized group of Association Board of Directors and submitted to the members having a common interest or Committee on Constitution, Bylaws, purpose may be recognized as a Special and Rules for presentation to the Interest Group, provided such group is not Representative Assembly; or eligible for any class of affiliation. e. By a majority vote of the Committee on Constitution, Bylaws, and Rules.

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Section 2. Amendment of the the Board of Directors. Constitution. b. The text of the proposed amend- a. A proposed amendment to the ment shall be printed in an official pub- Constitution shall be presented in writ- lication sent to all members at least sixty ing to the Committee on Constitution, (60) days prior to its consideration. Bylaws, and Rules and read by title to c. The Bylaws may then be amended the Annual Meeting immediately prior to at the Annual Meeting by a majority vote its proposed adoption. Documentation of of the delegates present and voting. timely submission of an amendment shall be the responsibility of the contact per- Section 4. Voting on son for the amendment, provided that the Amendments. time of submission of an amendment that a. Voting on proposed amendments to is proposed by a majority vote of the NEA this Constitution or to the Bylaws shall be Board of Directors shall be when the lan- by secret ballot. guage of the amendment is approved by b. Unless otherwise provided, all the Board of Directors. amendments shall take effect at the be- b. The text of the proposed amend- ginning of the fiscal year following their ment shall be printed in an official pub- adoption. lication sent to all members at least sixty (60) days prior to its consideration. Section 5. Withdrawal of c. This Constitution may then be Proposed Amendments. amended at the Annual Meeting by a two- Requests for withdrawal of proposed thirds (2/3) vote of delegates present and amendments shall be submitted in writ- voting. ing to the Committee on Constitution, Bylaws, and Rules. Such withdrawal Section 3. Amendment of the shall be effective when approved by the Bylaws. Representative Assembly. Requests for a. A proposed amendment to the withdrawal of proposed amendments to Bylaws shall be presented in writing to this Constitution or to the Bylaws may be the Committee on Constitution, Bylaws, granted by action of the Representative and Rules, postmarked no later than one Assembly based on requests made in the hundred twenty (120) days preceding following manner: the Annual Meeting. Documentation of a. If originally proposed by petition timely submission of an amendment shall of one hundred (100) or more members be the responsibility of the contact per- from two (2) states or fifty (50) or more son for the amendment, provided that the delegates, the request shall be signed by time of submission of an amendment that at least two-thirds (2/3) of such members is proposed by a majority vote of the NEA or delegates; Board of Directors shall be when the lan- b If originally proposed by two (2) guage of the amendment is approved by state delegations, the request shall be

126 Constitution signed by at least two-thirds (2/3) of the d. If originally proposed by the Com delegates from each state; mittee on Constitution, Bylaws, and Rules, c. If originally proposed by the NEA the request shall be made by a majority of Board of Directors, the request shall be the committee. made by a majority of the Board;

127

Bylaws of the National Education Association of the United States

1. Objectives j. To protect and support its members as employees in disputes with em- 1-1. Specific Objectives. ployers or with those acting on behalf of The specific objectives directed to- employers. ward the achievement of the stated goals of the Association shall be: 2. Membership a. To improve the structure of the Association to ensure the full and effec- 2-1. Categories. tive participation of all members, thereby a. There shall be seven (7) categories establishing and maintaining an indepen- of membership in the Association: Active, dent, self-governing organization; Student, Retired, Substitute, Reserve, b. To promote continuous improve- Associate, and Staff.* ment of instruction and of curriculum; b. Active membership shall be open c. To promote and to protect the rights to any person (i) who is employed by or in and welfare of its members; a public school district, public or private d. To advance professional rights and college or university, or other public in- to enhance professional responsibilities stitution devoted primarily to education, to further the consistent development and regardless of the specific nature of the improvement of the profession and its functions that the person performs at the practitioners; work site and regardless of who actually e. To work among the American peo- employs the person; (ii) who is employed ple for broad support of education and for by a public sector employer other than improved attitudes toward the profession; a school district, college or university, f. To secure adequate financial sup- or other institution devoted primarily to port for public education; education but who is employed primar- g. To promote the rights and welfare ily to perform educational functions; (iii) of all students; who is on limited leave of absence from h. To assist each student in realizing the employment described in items (i) and his or her maximum potential; (ii) above; or (iv) who is serving as an i. To develop and provide leadership in solving social problems; and *See note for Bylaw 2-1(g) on pg. 132.

129 Bylaws executive officer of the Association or of Active membership of persons who are a state or local affiliate. The Association not eligible for Active membership (or the shall continue to allow Active member- equivalently designated membership cat- ship to those Active members (i) who egory) in the state affiliate if said persons have been laid off due to a reduction in are members of a local affiliate that (i) is force for as long as such persons are eli- comprised predominantly of persons who gible to be recalled, or for three (3) years, are not eligible for Active membership in whichever is longer; or (ii) who have been the state affiliate and (ii) was a local af- discharged for as long as a legal challenge filiate of the Association as of the effec- to such discharge is pending. tive date of this amendment. An Active member who is engaged c. Student membership shall be open in or on a limited leave of absence from to any student (i) who is enrolled in a post- professional educational employment secondary program that is preparatory shall hold or shall be eligible to hold a for employment in a position that would baccalaureate or higher degree or the make him or her eligible for Active mem- regular teaching, vocational, or technical bership or (ii) who is serving as chairper- certificate required by his or her employ- son of the NEA Advisory Committee of ment or shall be an exchange teacher who Student Members, except that any person is regularly employed as a teacher in an- who has ever been eligible for Active other country. membership through professional educa- Active membership is limited to per- tional employment shall not be eligible for sons who support the principles and goals Student membership. Student members of the Association and maintain member- shall be eligible to be voting delegates ship in the local and state affiliates where at the Representative Assembly. Student eligible. The Association shall not accept members shall maintain membership in as Active members persons who are not the state affiliate provided the affiliate eligible for Active membership (or the has a membership category for student equivalently designated membership cat- members. egory) in the state affiliate, unless the d. Retired membership shall be open state affiliate (i) by action of its board of to any person who is at least forty-five (45) directors (or equivalent governing body) years of age or who is eligible to receive approves such acceptance and (ii) enters a pension from an educational employ- into an agreement with the Association ment retirement system (including Social pursuant to which the state affiliate agrees Security), and who was employed for at to function as the Association’s agent for least five (5) years in a position that quali- the delivery of Association services and fied him or her for Active membership programs to the members in question. but who is no longer so employed or who Approval by and a service agreement with retires and returns to either day-to-day the state affiliate shall not be prerequi- or regular full- or part-time educational sites to the Association’s acceptance into employment as part of an early retirement

130 Bylaws agreement with the local school district. and be treated for all other Association Retired membership is limited to persons purposes only as a Retired member. who support the purposes and programs e. Unless otherwise provided herein, of the Association. Retired members shall an educational employee employed on a maintain membership in the state affiliate day-to-day basis who is eligible for mem- provided the affiliate has a membership bership in the Active category shall have category for retired members and pro- the option of joining the Association as a vided the affiliate grants such members at Substitute member, unless said employee least the right to serve as delegates to its is eligible for NEA Retired member- delegate assembly or equivalent body and ship. The option to join the Association to be counted toward the representation as a Substitute member shall be available entitlement for such body. only to an educational employee who is Retired members shall have the right employed in a state in which the state af- to vote, to hold elective or appointive filiate has a substitute membership cat- positions in the Association, and to be egory and who maintains membership counted toward the representation entitle- in the state affiliate’s substitute member- ment for the Board of Directors and the ship category. Substitute members shall Representative Assembly as provided in receive Educators Employment Liability the Constitution and Bylaws. coverage and other benefits and services Retired members shall be eligible to authorized by the Board of Directors. receive Educators Employment Liability Educational employees employed on a Coverage and other benefits and servic- day-to-day basis who are included in a es of the Association authorized by the bargaining unit with full-time educa- Board of Directors. tional employees shall be eligible only for Unless these Bylaws provide otherwise, Active membership. a person who is eligible for Association f. Reserve membership shall be open membership in both the Retired and to any person (i) who is on a leave of ab- Active membership categories shall have sence of at least six (6) months from the the option to join the Association as a employment that qualifies him or her for Retired or as an Active member. Active membership or (ii) who has held An Active Life member who is eligi- Active or Educational Support member- ble for Retired membership may join the ship in the Association but whose em- Association as a Retired member while ployment status no longer qualifies that retaining his or her Active Life mem- individual for such membership. bership, provided that during the period g. Associate membership shall be open of such membership, he or she shall be to any person who is interested in advanc- counted for the allocation of delegate ing the cause of public education but who credentials, be eligible to participate in is not eligible for any other Association Association governance, be eligible to membership category. Associate mem- receive Association benefits and services, bers shall be eligible to receive such

131 Bylaws benefits and services authorized by the to Active members except as otherwise Board of Directors.* provided. h. Staff membership shall be open to c. All members shall be eligible to any person employed by the Association receive special services, assistance in or any of its affiliates in a staff position. the protection of professional and civil i. Unless these Bylaws provide oth- rights, and reports and publications of the erwise, a person who is eligible for more Association in accordance with the poli- than one (1) membership category shall cies and procedures of the Association. join the Association in the member- d. An individual who is a member ship category that provides the greatest of a negotiating team representing a degree of participation in Association school board or representing a board of governance. trustees of a higher education institu- j. A member may appeal the assigned tion shall be denied membership if such category of membership to the Executive denial is requested by a governing body Committee, which shall have authority of an Association affiliate in the school to make the final determination in this district or higher education institution in regard. question. The Executive Committee shall adopt rules for implementing this Bylaw. 2-3. Rights and Limitations. e. An individual who is expelled or a. Membership in the Association suspended by a local or state affiliate for shall be determined by the local or state violation of the affiliate’s code of ethics or affiliate. Where Association membership other sufficient cause shall be expelled or is denied on the local level by virtue of suspended, as may be appropriate, by the educational position, the state may pro- Association, unless he or she was expelled vide for such membership by vote of the or suspended by the affiliate without be- state delegate assembly. Educational po- ing accorded due process or for conduct sitions eligible for membership shall be in support of a goal, objective, or written determined through secret ballot in all policy of the Association. local or state affiliates. Those local asso- f. Active Life members at the time ciations limited in membership to class- of adoption of this document by the room teachers may be exempt from such Representative Assembly shall contin- determination. ue to hold Active membership for life; b. The right to vote and to hold elec- Associate Life members shall continue tive or appointive position shall be limited to hold Associate membership for life. A past president of the Association shall *The provision for an Associate membership cat- hold Active membership for life. If the egory cannot be implemented due to a limitation employment status of a past president on Association membership eligibility in Article II, Section 2(a), of the NEA Constitution; the does not meet the requirements of Bylaw provision will be implemented if this constitu- 2-1.b, the education position of said indi- tional limitation is removed. vidual shall be category 2.

132 Bylaws

g. Any member, other than a Life computation shall be based on salary data member, whose profession or occupation- for the prior year as determined by NEA al position changes shall be transferred Research. to the class of membership applicable to The dues of an Active member who the new position; the member shall not re- has left professional educational employ- main in a class of membership for which ment to serve as an executive officer of the the member is no longer eligible. Association or of a state or local affiliate h. Membership shall be continuous shall be equal in amount to the dues of an unless terminated for sufficient cause, in- Active member engaged in or on a limited cluding but not limited to the unjust use of leave of absence from professional educa- administrative authority to break a strike, tional employment. to lock out, to reduce in force, to fire, or to Dues of Active members who are em- harass an NEA member. Sufficient cause, ployed in or on limited leave of absence including “unjust use,’’ shall be decided from educational support positions shall by the Review Board on a case-by-case be determined in the same manner as the basis. dues of Active members engaged in pro- i. Members who fail to adhere to fessional educational employment except any of the conditions of membership as that the national average annual salary stated in Article II of the Constitution of school employees in educational sup- shall be subject to censure, suspension, or port positions shall be used in the formula expulsion. and the dues shall in no event be less than one-half (1/2) the dues of Active mem- 2-5. Membership Year. bers engaged in professional educational The membership year shall be from employment. The portion of said dues al- September 1 through August 31. located to UniServ grants shall be equal in amount to that allocated on behalf of 2-7. Membership Dues. Active members engaged in professional a. Dues of Active members engaged educational employment. in or on limited leave of absence from The dues of an Active member who professional educational employment has left an educational support position shall be .00225 times the national aver- to serve as an executive officer of the age annual salary of classroom teachers Association or of a state or local affiliate in the public elementary and secondary shall be equal in amount to the dues of an schools (rounded to the nearest dollar) Active member employed in or on a lim- plus .00055 of the national average an- ited leave of absence from an educational nual salary of classroom teachers in the support position. public elementary and secondary schools Any person (i) who joins as an Active (rounded to the nearest dollar) to be al- member for the first time after the located to UniServ grants according to commencement of the membership year, the policy of the Board of Directors. The (ii) who becomes eligible for Active

133 Bylaws membership after the commencement of or less, but greater than twenty-five (25) the membership year, or (iii) who returns percent, of the normal schedule for a full- to professional educational employment time employee, who are not employed or to an educational support position as substitutes, and who are not eligible from a limited leave of absence after the for membership as a full-time employee commencement of the membership year through another local association (as shall be enrolled in full standing for the verified by the local association) shall be remainder of the membership year by one-half (1/2) of the Active dues, as ap- paying the amount of annual dues which propriate. The membership fee for per- is commensurate with the remaining por- sons eligible for Active membership who tion of the membership year. are regularly employed for twenty-five b. The dues of an Active member (25) percent or less of the normal sched- who is an exchange teacher from another ule for a full-time employee, who are not country shall be waived, provided that employed as substitutes and who are not the exchange teacher continues to hold eligible for membership as a full-time or membership in a national teacher organi- part-time employee through another local zation in his or her country of residence, association (as verified by the local asso- the national teacher organization grants ciation) shall be one-quarter (1/4) of the full membership rights and a dues waiver Active dues, as appropriate. to any NEA member who is an exchange e. The membership fee for Active teacher in that country, and the rel- members who are employed as substitutes evant state and local affiliates grant full shall be one-fourth (1/4) of the Active membership rights and a dues waiver to dues, as appropriate. the exchange teacher. f. The Association shall continue to c. The Association shall allow credit allow Active membership to those edu- to first-year Active members who join cation association members laid off due the Association during their first year to a reduction in force with reduction in of membership eligibility, the reduction dues of fifty (50) percent. Such eligibil- of their dues being twenty dollars ($20) ity for Active membership shall continue per year for each year of their member- as long as such persons are eligible to be ship in Student NEA and/or for each year recalled or for three (3) years, whichever of their NEA Student membership up to is longer. four (4) years. The first-year Active mem- g. Annual dues of Student members ber shall provide proof of membership in shall be established by the Representative Student NEA to be eligible for credit, and Assembly in the program budget. the Association shall verify NEA Student h. Dues of Retired members shall be membership. established by the Board of Directors and d. The membership fee for persons shall be payable (i) by a retired individual eligible for Active membership who are who joins the Association on an annual regularly employed for fifty (50) percent basis or (ii) through a Retired member-

134 Bylaws ship-for-life program as established by certain dual-national local affiliates, mem- the Board of Directors. bers of a dual-national state affiliate shall i. Dues for Substitute members shall maintain membership in the Association be established by the Board of Directors. and the American Federation of Teachers j. Dues of Reserve members shall be where eligible, and the total combined na- one-half (1/2) the dues of Active mem- tional dues that such members pay shall bers, as appropriate. be not less than the Association dues for k. Dues of Staff members shall be members in the relevant membership cat- one-half (1/2) the dues of Active mem- egory. If a member of a dual-national state bers engaged in professional educational affiliate is a member of the Association employment. and the American Federation of Teachers, l. Dues of Associate members shall be said member’s total combined national established by the Board of Directors.* dues shall be allocated between the two m. The Executive Committee may es- organizations in a manner that reflects the tablish reduced membership dues for per- comparative number of members in the sons eligible for Active membership who relevant membership category who were are included in a group of employees (i) eligible for Association membership in that is attempting to become an affiliate the respective Association and American of the Association; (ii) for which an affili- Federation of Teachers state affiliates dur- ate of the Association is attempting to being the membership year immediately come the recognized organization; (iii) for preceding the date on which the dual-na- which an affiliate of the Association is the tional state affiliate came into existence recognized organization, but has not yet as a legal entity (hereinafter “allocation negotiated an initial collective bargaining percentage”), provided (a) if, during any agreement; (iv) in which a competing or- of the first five (5) membership years fol- ganization is attempting to solicit members lowing the affiliation of a dual-national by charging a lesser amount of dues; or (v) state affiliate, the number of such mem- who are not eligible for membership in a bers exceeds by more than three percent state or local affiliate of the Association. (3%) the number of such members during The amount of the dues charged to such the immediately preceding membership persons, and the Association services year, each organization shall receive fifty and benefits for which they are eligible, percent (50%) of the total combined na- shall be determined by the Executive tional dues of such excess members; (b) Committee on a case-by-case basis. The beginning with the sixth membership year Executive Committee shall adopt rules for following the affiliation of a dual-national implementing this Bylaw. state affiliate, if the number of such mem- n. (1) Except as otherwise provided in bers during any membership year exceeds Bylaw 2-7.n (2) with regard to members of the number of such members during the immediately preceding membership *See note for Bylaw 2-1(g) on pg. 132. year, each organization shall receive fifty

135 Bylaws percent (50%) of the total combined na- 2009-10 membership year, the annual tional dues of such excess members; and membership dues of Active members (c) the Association shall not receive pur- of the Association, as computed pursu- suant to Section n (1) (a) or n (1) (b) above, ant to Bylaw 2-7.a, shall be increased by more from any such member than the allo- five dollars ($5.00) through the 2004-05 cation percentage, or fifty percent (50%), membership year; by six dollars ($6.00) whichever is appropriate as applied to during the 2005-06 membership year; by Association dues for the relevant member- seven dollars ($7.00) during the 2006-07 ship category. If the member is a member membership year; by eight dollars ($8.00) of the Association but is not eligible for during the 2007-08 membership year; by membership in the American Federation nine dollars ($9.00) during the 2008- of Teachers, the Association shall receive 09 membership year; and by ten dollars the full amount of said member’s total ($10.00) during the 2009-10 member- combined national dues. ship year. The annual membership dues (2) If a member of a dual-national local of Student members of the Association affiliate (a) that is in a state that does not shall be increased by one-dollar ($1.00) have a dual-national state affiliate, or (b) through the 2009-10 membership year. that is in a state that has a dual-national This dues increase shall be allocated to state affiliate but is newly created and did the Ballot Measure/Legislative Crises not result from the merger of an Association and Media Campaign Fund. local affiliate and an American Federation Sixty percent (60%) of the money al- of Teachers local affiliate, is a member located to the Ballot Measure/Legislative of the Association and the American Crises and Media Campaign Fund during Federation of Teachers, each organization each membership year shall be available shall receive fifty percent (50%) of said to assist state affiliates in dealing with member’s total combined national dues, ballot measures and legislative crises, and provided that the Association shall not re- forty percent (40%) shall be available for ceive more than fifty percent (50%) of the national and state media campaigns to ad- Association dues for the relevant member- vance the cause of public education and ship category. If the member is a member publicize the role of the Association and of the Association but is not eligible for its affiliates in improving the quality of membership in the American Federation public education. of Teachers, the Association shall receive Where necessary to avoid legal prob- the full amount of said member’s total lems under state law, the Association combined national dues. and a state affiliate may, at the request (3) The provisions of Bylaw 2-7.n shall of the state affiliate, enter into a writ- take precedence over anything to the con- ten agreement providing that the money trary in Bylaw 2-7.a through m. collected from members of that state o. Beginning with the 2000-01 mem- affiliate shall not be used to deal with bership year and continuing through the ballot measures, but shall be used only

136 Bylaws to deal with legislative crises and/or to basis. Standards and contracts for trans- fund national and state media campaigns. mitting dues shall be developed between The Executive Committee shall devel- the state affiliate and each local affiliate. op guidelines to implement this Bylaw. b. A local shall transmit to a state af- These guidelines shall be submitted to filiate and a state affiliate shall transmit to the Board of Directors, and shall become the Association at least forty (40) percent effective when approved by the Board of the Association dues receivable for the of Directors. The NEA president shall year by March 15 and at least seventy (70) make a report regarding the operation percent of the Association dues receivable of the Ballot Measure/Legislative Crises for the year by June 1; the percentage shall and Media Campaign Fund, which shall be based upon the last membership count include a financial statement, to the 2001 prior to January 15, and upon a member- Representative Assembly and each of the ship year beginning September 1, unless succeeding Representative Assemblies. the contracted transmittal schedule stipu- p. Beginning with the 2002–2003 lates otherwise. membership year: (1) Active members en- (1) A local or state affiliate which be- gaged in or on limited leave of absence comes delinquent in its contracted trans- from professional educational employ- mittal schedule by more than thirty (30) ment who pay annual dues as calculated days shall be assessed a penalty of two pursuant to Bylaw 2-7(a) (hereinafter (2) percent per month on the overdue “base annual dues”) shall pay an addi- balance. tional one dollar ($1) in annual dues; and (2) Except as otherwise provided in 2- (2) Active members who pay less than 9.b (3) or (4), the delegates representing a base annual dues. Reserve members, and state affiliate that has not transmitted at Staff members shall pay an additional least forty (40) percent of the dues receiv- fifty cents ($.50). These additional dues able for the year by March 15 and sev- shall be allocated to the NEA Foundation enty (70) percent of the dues receivable for the Improvement of Education. for the year by June 1 shall have no right to participate in the NEA Representative 2-9. Dues Transmittal and Assembly at the Annual Meeting other Enforcement Procedures. than to (i) participate in elections for a. The Association shall enter into Association officers and (ii) vote on in- contracts with state affiliates governing creases in Association membership dues. the transmittal of Association dues. State (3) Except as otherwise provided in affiliates shall have the full responsibility 2-9.b (4), if a state affiliate informs the for transmitting Association dues from lo- NEA in writing that a local affiliate has cal affiliates on a contractual basis. Local failed to transmit the Association dues in affiliates shall have the full responsibil- accordance with the dates set forth in 2- ity for transmitting state and Association 9.b and such information is verified by the dues to state affiliates on a contractual executive director, the delegates of that

137 Bylaws local shall have no right to participate in Representation from state and local affili- the NEA Representative Assembly at the ates which include in their membership Annual Meeting other than to (i) partici- more than one (1) of the three (3) job cate- pate in elections for Association officers gories eligible for Association Active and (ii) vote on increases in Association membership (i.e., nonsupervisory Active membership dues. In this event, the del- members in prekindergarten through sec- egates of the state affiliate shall have ondary instructional positions, education- full right to participate in the NEA al support positions, or higher education Representative Assembly at the Annual faculty positions) may, at the option of the Meeting. state and local affiliates, be on the basis of (4) The denial of participatory rights proportional representation by job catego- called for in 2-9.b (2) or (3) may be waived ry. A delegate elected to represent an affil- by the NEA Executive Committee if the iate shall be a member of that affiliate, state or local affiliate in question enters provided that if additional delegate posi- into a written contract with the NEA tions are allocated to a state affiliate on the Executive Committee in which it agrees basis of Active members of the Association to transmit the delinquent dues on terms within a state who are not also members of that are acceptable to the NEA Executive the state affiliate, only the latter members Committee, provided that the NEA of the Association may be elected to such Executive Committee shall not enter into additional delegate positions. such a contract with a local affiliate until b. Article III of the Constitution shall after it has consulted with the relevant state provide for the allocation of delegate cre- affiliate. The NEA Executive Committee dentials to local affiliates. may terminate any waiver granted pursu- c. Article III of the Constitution shall ant to this section if the affiliate fails to provide for the allocation of delegate cre- comply with the aforesaid contract. dentials to state affiliates. d. Except as otherwise provided in 3. Representative Assembly Bylaw 3-1.k, each state affiliate shall be allocated one (1) delegate credential for 3-1. Allocation of Delegates. the first fifty (50) Student members of a. Allocation of delegate credentials the Association. The state affiliate shall to state and local affiliates shall be on receive a second credential when Student the basis of Active membership in the membership in the state reaches seven Association as of January 15 of the cal- hundred fifty (750) and an additional cre- endar year in which the Representative dential for each five hundred (500) Student Assembly convenes. members thereafter. The allocation shall Representation from state and local af- be on the basis of Student membership filiates which provide all-inclusive mem- in the Association as of March 15 of the bership shall be on the basis of propor- calendar year in which the Representative tional representation by education position. Assembly convenes.

138 Bylaws

e. Except as otherwise provided in so, the right of its delegates to participate Bylaw 3-1.k, allocation of delegate cre- in the NEA Representative Assembly at dentials for Retired members of the the Annual Meeting may be limited as in- Association within each state shall be dicated above. The failure of a state or lo- made to state affiliates based on the ratio cal affiliate to comply with the provisions of 1:50 for the first 50 Retired members of this Bylaw shall in addition be grounds and an additional delegate for each 1,000 for censure, suspension, or expulsion pur- Retired members thereafter. suant to Bylaw 6-5. f. Except as otherwise provided in h. Except as otherwise provided in Bylaw 3-1.k, allocation of delegates to Bylaw 3-1.k, allocation of delegates to school nurse members denied active higher education members denied active membership in local affiliates shall be membership in local affiliates shall be based on the ratio of 1:150 school nurse based on the ratio of 1:150 higher educa- members so denied. tion members so denied. The state affili- g. It is the policy of the Association ate shall determine the most appropriate to achieve ethnic-minority delegate repre- unit for this purpose. sentation at least equal to the proportion i. Except as otherwise provided in of identified ethnic-minority populations Bylaw 3-1.k, allocation of delegates to within the state. Prior to December 1 of Active members employed in educational each fiscal year, each state affiliate shall support positions who are denied active submit to the NEA Executive Committee membership in local affiliates shall be for its approval a legally permissible plan based on the ratio of 1:150 such members which is designed to achieve a total state so denied. and local delegation to the Representative j. Except as otherwise provided in Assembly held that fiscal year which re- Bylaw 3-1.k, allocation for category 2 del- flects these ethnic-minority proportions. egates in local units which have all-inclu- If a state affiliate fails to submit such a sive membership shall allow for cluster- plan, the NEA Executive Committee fails ing with category 2 members from other to approve a plan which is submitted, or a local units. In such local units, category 2 state affiliate fails to comply with an ap- members shall not be counted in the allo- proved plan, the Representative Assembly cation for category 1 delegates. Delegates may deny to the delegates from the state for clustered category 2 members shall be affiliate any right to participate in the based on the ratio of 1:150. This section NEA Representative Assembly at the shall apply only in those states where the Annual Meeting other than to (i) partici- state affiliate has determined that it shall pate in elections for Association officers be applicable. and (ii) vote on increases in Association k. The ratios to be used for the allo- membership dues. Local affiliates shall cation of delegate credentials pursuant to comply with the approved plan of the state Bylaw 3-1.d, e, f, h, i, and j for members affiliate, and if a local affiliate fails to do of a dual-national state affiliate or a dual-

139 Bylaws national local affiliate shall be proportion- Executive Committee for the purpose of ately adjusted to reflect the reduction in accomplishing a specific task within a Association dues paid by such members limited period of time. pursuant to Bylaw 2-7.n, provided that this Bylaw 3-1.k shall not apply to members of 3-13. Committee Appointment, a dual-national local affiliate (i) in a state Qualifications, and Vacancies. that does not have a dual-national state af- a. Appointments shall be made on the filiate, and (ii) that became affiliated with basis of individual expertise and ability the Association as a dual-national local to make substantial contribution in the affiliate prior to September 1, 1999. specific areas of concern. Candidates for committees shall be recommended by 3-3. Term. state and local affiliates and by ethnic-mi- Delegates shall be elected for a term nority special interest groups. The chair- not to exceed three (3) years. An indi- person of the NEA Advisory Committee vidual elected to a multiyear term shall of Student Members shall recommend serve if he/she and the affiliate continue student candidates for committees. to qualify for the delegate position. Appointments to all committees shall be as provided by these Bylaws. 3-5. Meetings: Location. b. Absence of a member from two No meeting shall be held in any loca- (2) consecutive meetings shall consti- tion where any delegates are likely to ex- tute resignation. A member shall vacate perience discriminatory treatment. the seat held if a change in the member’s educational position shall violate the 3-9. Standing Committees: constitutional requirement for at least sev- Establishment and Accountability. enty-five (75) percent classroom teacher Standing committees may be es- committee membership. Each vacancy on tablished and discontinued by the a standing committee shall be filled for Representative Assembly. When that the remainder of the term. body is not in session, standing committees shall be accountable to the president, 3-15. Voting the Board of Directors, and the Executive No signing of new business items can Committee. Each committee chairperson be conducted in the polling area and vot- shall submit periodic reports to the presi- ing lines during voting. dent and to the Board. 4. Executive Officers 3-11. Special Committees: Establishment and Functions. 4-1. Powers and Duties of the Special committees may be estab- President. lished by the Representative Assembly The president shall be the chief ex- or by the Board of Directors or by the ecutive officer of the Association and its

140 Bylaws policy leader. The president shall: k. Perform the duties as stipulated in a. Represent the Association as the Charter, in the Constitution, and in spokesperson on matters of policy or as- these Bylaws and such other duties as are sign, at the president’s discretion, respon- customarily assumed by the chief execu- sibility for such representation; tive officer of an association. b. Prepare the agenda for the governing bodies of the Association and the pro- 4-3. Powers and Duties of the gram for the Annual Meetings; Vice-President. c. Appoint, except as provided in The vice-president shall: these Bylaws, all chairpersons and mem- a. Act for the president when the pres- bers of committees, with the advice and ident is unable to perform the duties of the consent of the Board of Directors; such office; chairpersons and members to serve at the b. Advise and assist the president and pleasure of the president, except where a the Committee on Program and Budget in term is fixed by these Bylaws; preparing the budget; d. Serve as member ex officio without c. Serve on the Committee on Program vote on all committees authorized by the and Budget; and governing bodies; d. Perform such other duties as are e. Prepare, with the secretary-trea- stipulated by the Constitution, by these surer, the executive director, and the Bylaws, and by the president. Committee on Program and Budget, a budget for submission to the appropriate 4-5. Powers and Duties of the policy-making bodies; Secretary-Treasurer. f. Review Association policies and The secretary-treasurer shall: recommend priorities to be considered by a. Receive all funds and be responsible the Board of Directors; for their safekeeping and accounting; g. Administer, through the executive b. Serve as chairperson of the director, the budget of the president’s of- Committee on Program and Budget; fice and of the governing bodies; c. Keep the official seal of the h. Recommend an independent audit- Association; ing agency to conduct an annual audit of d. Be responsible for preparing records all Association funds; of all official meetings and for distribut- i. Meet regularly with the other offi- ing the minutes of all such meetings; cers of the Association and with the ex- e. Make annual financial reports as ecutive director; required by the Board of Directors; and j. Delegate duties to the officers and f. Perform such other duties as are through the executive director to the staff stipulated by the Constitution, by these of the Association; and Bylaws, and by the president.

141 Bylaws

5. Board of Directors 5-3. Vacancies. Vacancies arising in the office of 5-1. Election. state directors held by persons elected a. A majority vote of those voting shall within the state shall be filled upon rec- be necessary to elect an NEA director. ommendation of the state association by Except as otherwise provided in Article V the Board of Directors when in session, of the Constitution, members of the Board or when not in session, by the Executive of Directors shall be elected by secret ballot Committee. Vacancies arising in the office for each individual office (i) by the Active of directors held by persons elected by the NEA members within each state or (ii) Representative Assembly shall be filled by by the NEA members elected to serve as the Board of Directors when in session, delegates to the state representative body, or when not in session, by the Executive but only if all Active NEA members in the Committee, upon recommendation of the state who meet all other relevant require- president. Persons filling vacancies shall ments are eligible to vote for and serve as be from the same educational positions delegates to the state representative body. as the members being replaced and shall Retired directors shall be elected by secret serve until the first opportunity that suc- ballot for each individual office by the cessor directors may be elected in accor- duly elected retired delegates to the NEA dance with the regular election procedure. Representative Assembly. Student direc- Recommendations to fill vacancies in the tors shall be elected by duly elected stu- office of retired or student director shall dent delegates to the NEA Representative be made by the NEA-R Advisory Council Assembly. In an election for NEA direc- or the Advisory Committee of Student tor, if there is only one (1) candidate for Members respectively. Vacancies shall the position, the election may be waived, be filled by the Board of Directors when and the candidate declared elected. in session, or when not in session, by the b. Nominations of directors shall be Executive Committee. The individual(s) open, except where limitations are re- appointed shall serve until the first op- quired to comply with the provisions of portunity that a successor director may Article V. be elected in accordance with the regular c. Terms of the directors shall be stag- election procedure. gered except for student directors. d. If on May 31 of two (2) consecutive 5-5. Membership Restriction. years the Active Association member- A director shall immediately relin- ship within a state unit is less than that quish the position held on the Board when required to establish and maintain the po- such director ceases to be employed in the sitions of its directors, the number of its category represented. additional directors shall be reduced according to the membership on the second of such two (2) consecutive years.

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5-6. Alternate Directors. an alternate director at any meeting of the a. A state or the retired or student Board of Directors. delegates to the NEA Representative f. An alternate director temporarily Assembly may elect an alternate director may fill a vacancy in the office of state, to serve in the place of a state or retired or retired, or student director in accordance student director, as the case may be, who with requirements set forth in these is unable to attend a meeting of the Board Bylaws. of Directors. The number of alternate di- g. Service as an alternate director, rectors need not equal the number of di- whether prior to or following service as a rectors in a state or representing NEA-R state, at-large, student, or retired director, or the number of student directors, but in shall not be counted toward the two-term no event shall any alternate director be limit for any director position. designated to substitute for more than one (1) director at a meeting. An alternate di- 5-7. Functions. rector must be elected in accordance with The Board— the requirements set for the election of a. Shall implement policies estab- NEA directors. lished by the Representative Assembly; b. An alternate director shall be from b. Shall determine the time and place the same educational position as the di- of the Annual Meeting and, in the event rector who is replaced. of an emergency, shall have the power to c. Alternate directors shall be certified postpone the Annual Meeting by a two- to the NEA president in the same manner thirds (2/3) vote; and at the same time as directors. c. Shall provide for ethnic-minor- d. Prior to the opening of a Board ity representation on all committees over meeting, the president of the state affiliate which it has direct control; or the president of NEA-R or the chair- d. Shall establish procedures and/or person of the NEA Advisory Committee requirements for affiliation consistent with of Student Members may request that the the standards as set forth in these Bylaws; alternate director be seated by the Board e. May establish a committee to re- of Directors if the director is to be absent view and to recommend recognition or from that meeting. Alternate directors withdrawal of recognition of a Special shall have the right to vote and otherwise Interest Group; participate and shall assume all rights and f. Shall receive all reports of the ex- privileges of the director replaced until ecutive director, of the secretary-treasur- the meeting is adjourned, except that they er, and of committees, and shall transmit may not be elected to positions filled by with its recommendations such reports as and from the Board. may be appropriate to the Representative e. An alternate director shall not be Assembly; a delegate to the NEA Representative g. May authorize, upon recommen- Assembly by virtue of his/her seating as dation of the Executive Committee, the

143 Bylaws establishment of contractual relationships subject to recall in accordance with the between the Association and nonaffiliated provisions of this Bylaw. groups whose policies or practices are not b. Recall proceedings shall be insti- discriminatory. Such relationships shall tuted by the filing of a recall petition with exist to promote specific mutual objectives. the NEA executive director. The recall Each relationship shall be reviewed at least petition shall be in a form specified by the annually to determine continuation; NEA and shall, among other things, con- h. Shall set the salaries of the execu- tain (i) a statement of the specific grounds tive officers except that the salaries shall for the recall and (ii) the signatures of at not be increased or decreased during the least five (5) percent of the total number terms of office for which these officers of NEA Active members in the state as shall have been elected. of the close of the membership year immediately preceding the membership year 5-9. Fiscal Powers. in which the petition is filed where NEA In even-numbered years, the Board directors are elected by all NEA Active shall propose a budget for two (2) fiscal members of the state, or signatures of at years to the Representative Assembly. least thirty-three (33) percent of the NEA The Board shall discharge such other fis- Active members who are elected to serve cal responsibilities as the Representative as delegates to the state representative Assembly may delegate to it. body in the year in which the petition is filed where NEA directors are elected by 5-11. Meetings. such delegates. a. The Board shall meet four (4) c. The NEA executive director shall times per year and at other times it deems determine whether the recall petition necessary to conduct the business of the complies with the Association’s filing re- Association. quirements. If it does, the NEA executive b. One (1) meeting shall be held in director shall send a copy of the recall connection with the Annual Meeting. petition, including any documents filed c. The president or a majority of the in support thereof, to the director named members of the Board shall determine the in the petition. If the director contends time and place of meetings. that the attempted recall is based upon d. Due notice of all meetings shall be actions taken by him/her in support of given. the Constitution, Bylaws, and/or estab- e. The Board shall enact rules and lished policies of the NEA, he/she may procedures to govern the conduct of its request a review by the NEA Executive meetings. Committee. If two-thirds (2/3) of the total membership of the NEA Executive 5-13. Recall. Committee sustains the contention of the a. Six (6) months after assuming director, the recall petition shall be dis- office, an NEA state director shall be missed. If the NEA Executive Committee

144 Bylaws fails to sustain the contention of the di- Board of Directors, the processing of the rector, or if a request for review is not recall petition shall be stayed until the made, the NEA executive director shall disciplinary proceeding is concluded. direct the relevant state affiliate to con- g. The NEA Board of Directors shall duct a recall election. adopt rules of procedure to implement the d. A recall election shall be conduct- provisions of this Bylaw. ed in accordance with rules of procedure adopted by the NEA Board of Directors, 6. Executive Committee provided that (i) where NEA directors are elected by the NEA Active members of 6-1. Election. the state, all NEA Active members in the a. The Executive Committee shall state as of the date of the recall election consist of nine (9) members: president, shall be eligible to vote or, where NEA di- vice-president, secretary-treasurer, and rectors are elected by the state representa- six (6) members elected at-large by the tive body, all NEA Active members who Representative Assembly. Two (2) of the are elected to serve as delegates as of the six (6) at-large members shall be elected date of the recall election shall be eligible each year. to vote; (ii) the recall election shall be by b. Nominations of candidates for any secret ballot; and (iii) two-thirds (2/3) of of the nine (9) positions on the Executive the valid ballots cast shall be required for Committee shall be filed in writing with recall. the NEA executive director no later than e. The pendency of recall proceed- April 15 of the year in which the election ings shall have no effect upon the right is to take place. This deadline shall not of a director to function as a member of apply to elections conducted to fill mid- the NEA Board of Directors. If a director term vacancies. is recalled, the resulting vacancy shall be filled pursuant to Bylaw 5-3, provided that 6-3. Vacancies. the recalled director shall not be eligible The Executive Committee shall be au- for appointment to the vacancy or such thorized to fill vacancies in its body until other vacancy as may occur in a director the next Representative Assembly. position from that state. The recall of a In the event a vacancy occurs in the director shall not disqualify him/her from office of Executive Committee member subsequent election to the NEA Board of within sixty (60) days prior to the start Directors or other NEA office, nor shall it of the Representative Assembly, said va- in any other way affect his/her rights as a cancy shall be filled by direct election at member of the Association. the Representative Assembly. f. If a recall petition is filed when there is a pending NEA disciplinary pro- 6-5. Functions. ceeding against the director which could The Executive Committee shall have result in his/her removal from the NEA the power to make decisions consistent

145 Bylaws with the provisions of the Association’s secretary-treasurer, and of such other in- Constitution and Bylaws and actions of dividuals as it shall determine; the Representative Assembly; d. Discharge such other fiscal respon- a. Shall, upon recommendation of the sibilities as the Representative Assembly executive director, approve or reject for and/or the Board of Directors may del- cause applications for membership and egate to it. make assignments to membership classes; b. Shall charter affiliates pursu- 6-11. Meetings. ant to standards established by the The Executive Committee shall enact Representative Assembly and require- rules and procedures to govern the con- ments or procedures consistent with such duct of its meetings. standards which may be adopted by the Board of Directors; 7. Review Board c. Shall have the power to censure, suspend, or expel an affiliate pursuant 7-1. Review Board. to procedures adopted by the Board of a. The Review Board shall comprise Directors. An association may appeal nine (9) members, at least two (2) of such decision to the Board of Directors; whom shall be members of ethnic-mi- d. Shall have the power to reinstate an nority groups, appointed for five (5) year affiliate pursuant to procedures adopted staggered terms beginning September 1. by the Board of Directors; No person shall be eligible for reappoint- e. Shall enter into contracts with state ment to a regular term. affiliates for dues transmittal as provided b. Members of the Review Board shall in Bylaw 2-9; and have been Active and/or Retired members f. Shall, upon recommendation of the of the Association for five (5) consecutive executive director, approve or reject ap- years immediately prior to appointment. pointments of management personnel at Time spent by an Active member in the the level of unit administrator or higher. Educational Support membership category shall be counted for purposes of the 6-9. Fiscal Powers. five (5) year requirement. Members of the The Executive Committee shall: Review Board shall maintain Active or a. Administer the Capital Improve Retired membership. ment Fund; c. A member of the Review Board b. Appoint annually an independent shall hold no elective or other appoint- auditing agency with the recommenda- ive position in the Association or its tion of the president and transmit the re- affiliates. port of the auditing agency to the Board d. No executive officer or director of Directors; shall be appointed to the Review Board c. Direct that adequate bonds be re- within three (3) years following separa- quired of the executive director, of the tion from such office.

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e. The Association shall reimburse 8-3. Governance Affiliates. a member of the Review Board for any a. A local affiliate, the basic unit of (i) expenses incurred and (ii) salary lost self-governance within the Association, from his/her employment as a profession- may be organized in a manner which al educator or other primary employment comprises any compatible group, meet- as a result of the performance of official ing at least the minimum standards of Association business. Except as provided affiliation. above, a member of the Review Board b. An organization shall not be eli- shall not accept an honorarium or any oth- gible for Association affiliation as a dual- er payment from any source at the local, national local affiliate unless: state, or national level of the Association. 1. The organization is from a f. The Review Board may assign less jurisdiction: than a majority of its members to hear i. which, by operation of law, has cases; however, a member so assigned been created by combining, in whole or shall not sit, should the Review Board in part, other jurisdictions in which both hear the case on appeal. Association and American Federation of g. The president annually shall select Teachers local affiliates had representa- the chairperson with the advice and con- tional status; or sent of the Board of Directors. ii. in which the Association mem- h. The Review Board shall have the bership and the American Federation of discretionary authority, within its allocat- Teachers membership were relatively ed budget, to employ consultants or legal equal (i.e., neither organization had more counsel. than sixty (60) percent of the combined membership); or 8. Affiliates and Special Interest iii. in which, during the preceding six Groups (6) years, both the Association local affiliate and the American Federation 8-1. Affiliates. of Teachers local affiliate had been of- a. Affiliates of the Association shall ficially recognized as the employee repre- be chartered by a majority vote of the sentative; or Executive Committee. iv. in a state in which there is a dual- b. Each affiliate shall conduct elec- national state affiliate; and tions with open nominations and a secret 2. The creation of the organization has ballot, except as may otherwise be pro- been approved by at least a two-thirds (2/3) vided in the Constitution, these Bylaws, vote of the board of directors (or equiva- or the Standing Rules. A secret ballot lent governing body) of the relevant state shall not be required in elections in which affiliate and by at least a two-thirds (2/3) the number of candidates nominated does vote of the board of directors (or equiva- not exceed the number of positions to be lent governing body) of any preexisting filled. local affiliate of the Association that was

147 Bylaws a predecessor of the organization seeking 8-7. Standards for Local Affiliates. to be a dual-national local affiliate. The Association shall not affiliate a lo- c. A state affiliate shall be the as- cal association, including a dual-national sociation within each state or common- local affiliate, unless it meets the follow- wealth and the associations representing ing minimum standards: the District of Columbia, Puerto Rico, a. Each affiliate shall apply the one- the Federal Education Association, and person–one-vote principle for representa- such other comparable associations that tion on its governing bodies except that (i) meet at least the minimum standards of the affiliate shall take such steps as are affiliation. legally permissible to achieve ethnic-minority representation at least proportion- 8-5. Nongovernance Affiliates. ate to its ethnic-minority membership and a. A professional organization shall (ii) the affiliate may adopt a provision in comprise at least seventy-five (75) percent its governing documents that would per- Association members with a common mit that local to allocate a minimum of occupation or subject matter assignment one (1) representative or delegate to mem- who are organized to further specific bers at each work site of a school district educational objectives. Such organization or higher education institution within the shall meet at least the minimum standards jurisdiction of the affiliate. for nongovernance affiliation. Where an all-inclusive affiliate exists, b. A nonprofessional organization it shall provide proportionate representa- shall be an auxiliary or service organi- tion between its nonsupervisor members zation comprising at least seventy-five and its supervisor members; (75) percent Association members with a b. The affiliate shall conduct all common interest or occupation. Such elections with open nominations and a se- organization shall meet at least the cret ballot. minimum standards for nongovernance c. The affiliate shall require member- affiliation. ship in the Association and in its state affiliate where eligible. 8-6. NEA-Retired (NEA-R). If an affiliate enrolls educational sup- The NEA-Retired (NEA-R) shall be port professionals in any membership cat- an organization comprised solely of the egory and as a matter of policy seeks to Retired members of the Association. The recruit and represent such members, the bylaws of NEA-R shall be adopted by the affiliate (i) shall grant them full rights of Board of Directors of NEA. The president participation and (ii) shall require them of NEA-R shall be chosen by the retired to be members of the Association and its delegates to the NEA Representative state affiliate where eligible; Assembly. d. The affiliate is comprised predominantly of persons who are eligible for active membership (or the equivalently

148 Bylaws designated membership category) in the tion on its governing bodies except that state affiliate, unless the state affiliate by the affiliate shall take such steps as are action of its board of directors (or equiva- legally permissible to achieve ethnic-mi- lent governing body) approves such affili- nority representation at least proportion- ation. This requirement shall not apply to ate to its ethnic-minority membership. any local association that was an affiliate A state delegate body may adopt a proof the Association as of the effective date vision to the governing documents of the of this amendment. state affiliate that would permit that state e. The affiliate shall be reviewed by to allocate a minimum of one delegate the Association to determine compliance credential to each local affiliate. with minimum standards for affiliation at Where an all-inclusive affiliate exists, least once every five (5) years; it shall provide proportionate representa- f. The affiliate shall have the tion between its nonsupervisor members same membership year as that of the and its supervisor members. Association; The state affiliate shall designate at g. The affiliate shall guarantee that no least one of its NEA state directors to member of said affiliate may be censured, serve on the board of directors (or equiva- suspended, or expelled without a due pro- lent governing body) of the state affiliate cess hearing, which shall include an ap- with full rights of participation; propriate appellate procedure; and b. The affiliate shall conduct elections h. The affiliate shall deny member- with open nominations and a secret ballot. ship to an individual while said individual In considering an application for affilia- is denied membership in the Association tion of an organization in New York as a pursuant to Bylaw 2-3.d. dual-national state affiliate, the Executive Committee may waive the requirement for 8-9. Local Affiliation by State. a secret ballot election of the affiliate’s of- A local association meeting the re- ficers, provided that (i) in the membership quirements for affiliation stipulated in the year immediately preceding the effective governing documents of the Association date of merger, the active membership of and of the state affiliate shall be granted the affiliate of the American Federation affiliate status by the appropriate state of Teachers was at least five (5) times the affiliate. active membership of the affiliate of the Association, and (ii) the dual-national 8-11. Standards for State Affiliates. state affiliate has a procedure which - al The Association shall not affiliate a lows local affiliates that wish to vote for state association, including a dual-na- officers of the dual-national state affiliate tional state affiliate, unless it meets the by a secret ballot to do so. following minimum standards: c. The affiliate shall require member- a. Each affiliate shall apply the one- ship in the Association and in its local af- person–one-vote principle for representa- filiate where eligible.

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If an affiliate enrolls educational sup- board of directors (or equivalent govern- port professionals in any membership cating body) of the state affiliate, and a copy egory and as a matter of policy seeks to of the complete audit or audit review re- recruit and represent such members, the port (including the auditor’s opinion letter affiliate (i) shall grant them full rights of and the financial statements and footnotes participation and (ii) shall require them to thereto), together with any management be members of the Association and its lo- letter received from the auditor shall be cal affiliate where eligible. provided to the Association within twenty The affiliate shall require Student (20) days after it is presented to the board membership in the Association for its stu- of directors of the state affiliate. dent members. The affiliate shall require The affiliate shall submit a copy of its Retired membership in the Association annual budget to the Association within for its retired members provided the affil- twenty (20) days after it is adopted by the iate has a membership category for retired appropriate governing body of the state members and provided the affiliate grants affiliate. such members at least the right to serve as e. The affiliate shall have the delegate to its delegate assembly or equiv- same membership year as that of the alent body and to be counted toward the Association; representation entitlement for such body. f. The affiliate shall guarantee that no Upon the vote of the board of directors or member of said affiliate may be censured, the equivalent governing body of the af- suspended, or expelled, and that none of filiate, this requirement shall not apply to its local affiliates may be censured, sus- persons who were retired members of the pended, or disaffiliated, without a due affiliate during the 1984-85 membership process hearing, which shall include an year if such members (i) had the aforesaid appropriate appellate procedure; governance rights during the 1984-85 g. The affiliate shall deny member- membership year or (ii) are granted the ship to an individual while said individual aforesaid governance rights subsequent to is denied membership in the Association the 1984-85 membership year. pursuant to Bylaw 2-3.d; and The affiliate shall require Substitute h. The affiliate shall be reviewed by membership in the Association for its the Association to determine compliance substitute members; with minimum standards for affiliation at d. The affiliate shall have an end-of- least once every five (5) years. year audit conducted by an independent certified public accounting firm in accor- 8-12. Trusteeships over State dance with generally accepted auditing Affiliates. standards at least every other year, and an a. The Association may establish a end-of-year audit review for any year in trusteeship over an affiliated state asso- which an audit is not conducted. This au- ciation for the purpose of (i) correcting dit or audit review shall be presented to the corruption or financial malpractice or (ii)

150 Bylaws restoring democratic procedures. of the Executive Committee and setting b. If the Executive Committee deter- forth the date, time, and place of the meet- mines, by a two-thirds (2/3) vote, that ing of the Board of Directors at which said there is adequate cause under section (a) recommendation shall be acted upon. The of this Bylaw to establish a trusteeship, it president shall include with said notice shall recommend to the Board of Directors a copy of the written statement that was that a trusteeship be established. As soon submitted to the Board of Directors pur- as possible after said vote, the president suant to section (b) of this Bylaw and a shall send to the Board of Directors a copy copy of the rules and procedures that shall of the recommendation of the Executive be followed by the Board of Directors in Committee, and shall include with said acting upon the Executive Committee’s recommendation a written statement recommendation. setting forth the basis for the Executive A hearing shall be held before the Committee’s determination that there is Board of Directors, pursuant to rules adequate cause for the establishment of and procedures adopted by the Board of a trusteeship. The written statement shall Directors for such purpose to determine be sufficiently specific so as to enable the whether to establish a trusteeship. The state association to prepare a defense. Board of Directors may delegate to a com- Any action taken by the state asso- mittee consisting of not less than eleven ciation to disaffiliate from the National (11) Board of Director members, none of Education Association after the Executive whom may be members of the Executive Committee has made an adequate-cause Committee, the responsibility to receive determination pursuant to section (b) of evidence and hear arguments in the first this Bylaw, or has established an immedi- instance, provided that the final decision ate trusteeship pursuant to section (g) of regarding the establishment of a trustee- this Bylaw, shall be of no effect. ship shall be made by the full Board of c. A recommendation by the Executive Directors, and all interested parties shall Committee to establish a trusteeship shall have an adequate opportunity to present be acted upon by the Board of Directors their views on the matter to the full Board at its next regularly scheduled meeting or of Directors before the final decision is at a special meeting called for that pur- made. pose, occurring at least forty (40) days On the basis of the evidence and argu- after the Board of Directors has received ments presented at the hearing, the Board said recommendation. of Directors shall vote on the question of At least thirty (30) days prior to the whether a trusteeship should be estab- meeting of the Board of Directors at which lished. If more than one-third (1/3) of the the recommendation of the Executive members of the Board of Directors who Committee is to be acted upon, the presi- vote on the question vote “no,” the recom- dent shall send to the state association a mendation of the Executive Committee notice advising it of the recommendation shall have been rejected. If two-thirds

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(2/3) or more of the members of the Board for its establishment has been remedied. If of Directors who vote on the question the Executive Committee rejects a request vote “yes,’’ the recommendation of the from the board of directors (or equivalent Executive Committee shall have been ac- governing body) of a state association to cepted, in which event a trusteeship shall terminate a trusteeship, the state associa- be established over the state association as tion shall have the right to appeal to the of the announcement of the vote. As soon NEA Board of Directors, provided that as possible after said vote, the Executive no such appeal may be taken within three Committee shall appoint a trustee. (3) months after the decision of the NEA d. Subject to the control and direction Board of Directors on a prior appeal. of the Executive Committee, a trustee Prior to the termination of a trustee- shall have the power to: ship, a trustee shall conduct an election, (1) conduct the affairs of the state as- in accordance with the applicable provi- sociation, including supervisory control sions of the governing documents and over its officers, employees and other policies of the state association and the representatives; National Education Association to fill, (2) take possession of the books, re- as of the date of such termination, officer cords, funds, and other assets of the state positions vacated by removal or depar- association, to be held in trust for and used ture of former incumbents. As of the date only in the proper conduct of its affairs; of termination of a trusteeship, a trustee (3) remove officers and staff of the state shall return control of the books, records, association, and replace them if deemed funds, and other assets of the state associ- appropriate for the duration of the trustee- ation to its appropriate officers. A trustee ship; and shall make a final accounting of a trustee- (4) take such other actions as in a trust- ship, and submit copies to the Board of ee’s judgment are necessary for the pres- Directors and the state association. ervation of the rights and interests of the f. No financial obligation or liability National Education Association and the of the state association which may exist members of the state association. at the time a trusteeship is established, The Executive Committee shall have or which may be incurred during a trust- the right, with or without cause, to replace eeship, shall be assumed by or become a trustee at any time. an obligation of the National Education Reasonable expenses incurred by a Association. trustee in the performance of his or her g. Subject to the provisions of Section functions shall be paid out of the funds of (a) of this Bylaw, in case of emergency, the state association, if available; other- where the best interests of the state as- wise, such expenses shall be paid by the sociation and the National Education National Education Association. Association require, the Executive e. The Executive Committee shall ter- Committee may, by unanimous vote of minate a trusteeship as soon as the cause all members of the Executive Committee

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(excluding any member who is or was a 8-13. Standards for Nongovernance member of the state association in ques- Affiliates. tion), establish an immediate trusteeship The Association shall not affiliate a over the state association without action nongovernance affiliate unless it meets by the Board of Directors. In such a case, the following minimum standards: the matter shall be submitted to the Board a. The affiliate shall have common in- of Directors, which may affirm or reverse terests with the Association; the action of the Executive Committee b. The affiliate shall be a self-gov- pursuant to the procedure set forth in sec- erning organization with governance tion (c) of this Bylaw, provided that if the documents compatible with those of the Board of Directors does not take action Association; within sixty (60) days following estab- c. At least seventy-five (75) percent lishment of a trusteeship by the Executive of the members of the affiliate shall be Committee, said trusteeship shall auto- members of the Association; matically terminate. d. The affiliate shall comprise at least h. If the Board of Directors establish- one hundred (100) members; es a trusteeship or refuses to terminate an e. The affiliate may assess its own established trusteeship, the state associa- dues; tion shall have the right to appeal to the f. The affiliate shall not duplicate Representative Assembly, provided that Association services; and written notice of such appeal is filed with g. The affiliate shall have the the president by at least ten (10) percent same membership year as that of the of the active members in good standing of Association. the state association or by a three-fourths (3/4) vote of the highest governing body 8-14. Standards for NEA-Retired of the state association within forty-five (NEA-R). (45) days after the decision of the Board The NEA-R shall operate in accor- of Directors is made known to the state dance with bylaws adopted by the Board association. The Representative Assembly of Directors, which shall be compatible shall rule on the appeal at its first meeting with the Constitution and Bylaws of the occurring after the president receives the Association. written notice of appeal. The NEA-R shall conduct all elec- Pending an appeal to the Representative tions with open nominations and a secret Assembly, the decision of the Board of ballot. Directors shall remain in full force and effect. 8-15. Procedure for Affiliation. i. The Board of Directors shall adopt a. A group or unit seeking governance such rules and procedures as may be nec- affiliation shall file a written application essary to implement this Bylaw. including copies of its governance documents with the Executive Committee.

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b. A group or unit seeking nongov- 8-19. Special Interest Groups. ernance affiliation shall file a written a. Any Special Interest Group may application including copies of its gov- be recognized by a majority vote of the ernance documents with the Executive Board of Directors. Committee. The application shall be by b. The terms and conditions of the petition signed by two hundred fifty (250) relationship between the Association and members of the Association from among the Special Interest Group shall be nego- at least twenty-five (25) state affiliates. tiated by the Board of Directors and the c. After action by the Executive group seeking recognition. Committee, the group or unit seeking affiliation shall ratify the granting of affili- 8-20. Dual Affiliates. ate status. Except as otherwise provided in Bylaw 8-17 of these Bylaws, the Association shall 8-17. Charter for Affiliation. not create dual affiliates within the legal a. The Association shall charter no boundaries of any local, state, or other ju- more than one (1) local affiliate within risdictional boundaries. Except for the as- the same jurisdictional boundaries, with sociation representing Association mem- the exception that local affiliates not com- bers in the District of Columbia, there peting for the same category of member- shall be no affiliation of any association ship may be chartered. Where two (2) or representing Association members only more local affiliates of the same category in a city as a separate state affiliate. of membership qualify for affiliation in the same jurisdictional boundaries, the 10. Executive Director and Staff Association shall charter the prospective local affiliate with the greater number of 10-1. Executive Director. Active members. The Executive Committee shall em- b. The Association shall charter no ploy an executive director who shall be more than one (1) state affiliate within the the Association staff member with pri- same jurisdictional boundaries. mary responsibility for implementing the The Association and/or any successor policies of the Association. The execu- organization shall not revoke the charter tive director shall be responsible to the of, or take any other action against, an ex- Executive Committee. isting state affiliate for failure to merge or otherwise form a unified single state or- 10-3. Executive Director: Functions. ganization with an organization affiliated The executive director shall: with the American Federation of Teachers a. Employ, direct, and supervise all (AFT) and/or the American Federation Association staff. The employment of of Labor-Congress of Industrial managerial personnel beginning at the Organizations (AFL-CIO). level of unit administrator shall be with the approval of the Executive Committee;

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b. Serve as a consultant to the govern- staff shall be eligible only for Staff mem- ing bodies of the Association; bership and shall not hold elective or ap- c. Advise the officers and governing pointive positions at any level; part-time bodies on all policy matters through ap- staff shall not be eligible to serve on the propriate reports and recommendations; NEA Board of Directors or Executive d. Represent the Association as Committee; spokesperson on matters of established b. The Association shall be an equal policy at the discretion of the president; opportunity employer; e. Meet periodically with the presi- c. The Association shall, as vacancies dent, the vice-president, and appropriate arise, employ at all levels of service at staff to confer on Association policies and least the same ratio of any ethnic minor- procedures; ity as is that ethnic minority to the total f. Advise and assist the president, the population of the United States; and secretary-treasurer, and the Committee d. The Association shall recognize on Program and Budget in preparing the the rights of its employees to organize for budget, and administer the budgets au- the purpose of collective bargaining. thorized by the governing bodies of the Association; 11. General Finance g. Co-sign with the secretary-treasurer all authorizations for disbursements 11-1. Fiscal Year. from the Capital Improvement Fund; The fiscal year of the Association shall h. Co-sign and/or authorize a designee be September 1 through August 31. to co-sign with the secretary-treasurer or the designee of the secretary-treasurer all 11-3. General Fund. authorizations for disbursements from the a. The General Fund of the General Fund; Association shall comprise all income i. Notify state and local affiliates and received in the form of dues, interest, other qualified organizations of the num- dividends, fees, earnings from advertis- ber of Representative Assembly delegates ing, sales of Association publications, to which they are entitled; payments for services, and funds received j. Furnish each member appropriate by gift, bequest, devise, or transfer to evidence of membership; and the Association which are not specifi- k. Perform such other duties as may cally designated for deposit in the Capital be assigned by the Executive Committee. Improve-ment Fund. b. All operating accounts and debt 10-5. Staff: Principles. services shall be paid out of the General The following principles shall govern Fund. employment and functions of staff as c. If at the end of the fiscal year the agents of the Association: audited General Fund balance is less than a. Full-time local, state, and national ten (10) percent of that year’s budget,

155 Bylaws subsequent budgets must include an ap- Fund shall be established by the Board of propriation equal to one (1) percent of Directors. the current year’s budget or the amount d. Disbursements from the Capital necessary to bring the General Fund up Improvement Fund shall be by check or to ten (10) percent of the prior year’s bud- by similar written orders to deposito- get, whichever is less. The Representative ries, co-signed by the secretary-treasurer Assembly may approve a budget without and by the executive director or by their the required appropriation only by a two- designees. thirds (2/3) vote. The Board of Directors may make appropriations which reduce 11-7. Committee on Program and the General Fund balance to less than Budget. ten (10) percent of the prior year’s bud- The Committee on Program and get only by a two-thirds (2/3) vote of the Budget shall comprise seven (7) members Board and only when the Board has re- whose function shall be to prepare with ceived a thirty (30) day notice of the pro- the president, the secretary-treasurer, and posed appropriation. the executive director the biennial bud- d. Disbursements from the General get. The vice-president and the secretary- Fund shall be by check or by similar writ- treasurer shall be members during their ten orders to depositories, co-signed by terms of office. The Board of Directors the secretary-treasurer and by the execu- shall elect at its first meeting following tive director or by their designees. September 1 five (5) of its members for staggered two (2) year terms. Members 11-5. Capital Improvement Fund. from ethnic minorities shall comprise at a. The Capital Improvement Fund least twenty (20) percent of the committee. shall comprise the properties and perma- The Board shall elect additional members nent investments of the Association, and as appropriate to assure such ethnic-mi- other funds or properties received by gift, nority representation. A member elected devise, bequest, or transfer for deposit in by the Board of Directors shall serve only this fund. while a member of the Board. The secre- b. Disbursement from the Capital tary-treasurer shall serve as chairperson. Improvement Fund to acquire new properties or to provide for major long-term 11-9. Budget. improvements in existing properties shall a. The budget of the Association shall be authorized by a two-thirds (2/3) vote be designed to achieve the goals and ob- of the Board of Directors. Expenditures jectives of the Association. from this fund for any other purpose shall b. The president, with the secretary- be authorized by a two-thirds (2/3) vote treasurer, the executive director, and the of the Representative Assembly. Committee on Program and Budget, shall c. Investment policies for the General prepare the proposed budget for presen- Fund and for the Capital Improvement tation to the Executive Committee for

156 Bylaws review prior to its transmittal to the Board Assembly. The Representative Assembly of Directors. In even-numbered years the shall receive and act on the modifications budget shall be recommended to the Board recommended by the Board of Directors. of Directors at least forty-five (45) days prior to the Annual Meeting. After review- 11-11. Financial Reports. ing and tentatively approving the budget, The secretary-treasurer shall prepare the Board shall direct its printing. The an annual report of the General Fund and budget shall then be transmitted not later the Capital Improvement Fund, includ- than thirty (30) days prior to the Annual ing income and expenditures for the fis- Meeting to the presidents of state and local year. The audit report received by the cal affiliates and to others as determined Executive Committee shall be transmit- by the Board of Directors. The Committee ted to the Board of Directors and print- on Program and Budget shall hold at least ed in the annual financial reports to the one (1) open hearing on the proposed bud- Representative Assembly. A summary of get at the Annual Meeting. The delegates the audit shall be printed in a publication may give input and make recommenda- distributed to all members. tions to the committee for changes in the proposed budget. The Committee on 12. Definitions Program and Budget shall meet following the hearings to consider any change which 12-1. Definitions of Terms. it may wish to make prior to final action As used in the Charter, the Constitution, by the Board of Directors. Following such these Bylaws, and the Standing Rules, the open hearings, the Board shall meet to Association adopts and adheres to the fol- approve the budget for transmittal to the lowing definitions of terms: Representative Assembly. a. State affiliate: (i) State affiliate c. The budget shall include an appro- shall mean the association within each priation for contingencies of no less than state or commonwealth and associations one million dollars ($1 million) and no representing the District of Columbia, more than one (1) percent of the budget. Puerto Rico, the Federal Education d. Financial participation by the Association, and such other comparable Association in activities of Special associations which meet at least the mini- Interest Groups shall be limited to funds mum standards of affiliation. (ii) Dual- for projects or for short-term, special pro- national state affiliate shall mean a state gram contracts authorized in the budget. affiliate of the Association that is also a e. In the second year of a biennial state affiliate of the American Federation budget, adjustments as deemed necessary of Teachers. shall be recommended by the Board of b. Dual-national local affiliate shall Directors at a meeting held at least forty- mean a local affiliate of the Association five (45) days prior to the Annual Meeting that also is a local affiliate of the American and reported to the Representative Federation of Teachers.

157 Bylaws

c. State director: State director shall involves said person on an occasional ba- mean a member of the NEA Board of sis in the evaluation of employees. Directors elected to represent Active g. Ex officio: Ex officio shall mean members in a state, the District of by virtue of office. This designation shall Columbia, Puerto Rico, or the jurisdiction carry with it the right to vote except as of the Federal Education Association. otherwise provided. d. Classroom teacher: Classroom h. Ethnic minority: Ethnic minority teacher shall mean any person who is cer- shall mean those persons designated as tified, where required, and a major part of ethnic minority by statistics published by whose time is spent in direct contact with the United States Bureau of the Census. students or who performs allied work This designation shall specifically include which results in placement of the person American Indian/Alaska Native, Asian, on a local salary schedule for teachers. Native Hawaiian or other Pacific Islander, e. Education position: Education po- Black, and Hispanic. sition shall mean the following two categories: Category 1 shall include NEA 13. Parliamentary Authority Active members who are not supervisors; and category 2 shall include NEA Active 13-1. Robert’s Rules of Order Newly members who are supervisors, NEA re- Revised. tired Life members, NEA staff Life mem- The most recent edition of Robert’s bers, and NEA Active members for life Rules of Order Newly Revised shall be the who are past presidents of the Association authority in all matters of procedure at the and who do not meet the requirements for NEA Representative Assembly and in the membership set forth in Bylaw 2-1.b. election of NEA directors and delegates f. Supervisor and administrator: to the NEA Representative Assembly, ex- Supervisor and administrator shall mean cept as otherwise specified in the Charter, any person who has continuing author- the Constitution, these Bylaws, or the ity to hire, evaluate, transfer, discipline, Standing Rules. dismiss, or otherwise direct employees or to effectively recommend any of the 13-2. Parliamentary Procedures for aforesaid actions. A person shall not be Affiliates. deemed a supervisor or administrator: (i) An affiliate shall officially adopt any if the exercise of such authority is routine published parliamentary authority and or clerical in nature and does not call for may adopt special rules which supplement the exercise of independent judgment; (ii) or substitute for that parliamentary author- solely because of the authority that he ity provided that such procedures do not or she exercises in regard to a secretary, conflict with the Charter, the Constitution, aide, or other employee specifically as- these Bylaws, or the Standing Rules as signed to assist him or her; or (iii) solely these documents may be interpreted by because he or she participates in a peer the Representative Assembly, Board of review program or other program which Directors, or Executive Committee.

158 Standing Rules

Rule 1. Credentials Committee Representative Assembly, which has jurisdiction over the seating of its delegates, A. Composition. The President shall shall be final. appoint a chairperson and four (4) members of the Credentials Committee for Rule 2. Certification of Delegates rotating terms of three (3) years. The appointments shall be with the advice and A. Delegate Allocations. The Execu consent of the Board of Directors. No tive Director shall notify state and local af- individual shall serve more than two (2) filiates, and other qualified organizations, terms as a member of the Credentials of the number of delegates to which they Committee. are entitled after January 15 and no later than February 15 of the calendar year in B. Duties. The committee shall be re- which the Representative Assembly con- sponsible for the supervision of the ac- venes. State affiliates shall be notified of creditation and registration of delegates the number of student delegates to which to the Representative Assembly. they are entitled after March 15 and no Any complaint or question regarding later than April 1. the issuance of credentials shall be submitted in writing to the committee no lat- B. Verification of Eligibility. The er than June 1. After June 1, the commit- president of each local affiliate to which tee shall not entertain a challenge if it is delegates have been allocated shall for- based on information that was known or ward to the state affiliate by April 10 a cer- that reasonably should have been known tificate of eligibility for each local delegate prior to that date. and the term for which the delegate was The chairperson of the Credentials elected on a form provided by the NEA. Committee shall give a preliminary report By May 15, the president of each at the first meeting of the Representative state affiliate shall forward to the NEA Assembly. The preliminary report shall Executive Director a certificate of eligi- include information concerning compli- bility for each state association delegate ance with all requirements required of and for each delegate elected pursuant to delegations. Noncompliance by delega- Bylaws 3-1.d, e, h, and i in that state, when tions will be specifically noted and re- appropriate, and the term for which the ported. A final report will be given when delegate was elected on a form provided the registration is complete. by the NEA. The person designated by the The seating of a delegate, or delegates, President of the NEA to certify delegates may be challenged by means of a motion pursuant to Bylaw 3-1.f. shall certify each to amend such report. The action of the school nurse delegate and the term for

159 Standing Rules which the delegate was elected on a form submitted a statement to the Credentials provided by the NEA. Once certified, the Committee (no later than January 15 im- delegate shall remain certified until the mediately preceding the Annual Meeting expiration of said delegate’s term to fulfill at which the delegate wishes to resume of- such duties of a delegate as are appropri- fice) certifying that the delegate wishes to ate between Annual Meetings. resume office and was unable to attend by Upon verification of eligibility, the reason of uncontrollable circumstances Executive Director shall forward such and the Credentials Committee concurs material as to allow the delegate to effect that such reason does in fact exist. registration, voting, and official seating. If a registered delegate leaves the Representative Assembly for an emergen- C. Vacancies. The organization to cy reason, the elected successor delegate which delegates have been allocated shall may be registered as a voting delegate be responsible for filling vacancies that during the absence of the originally regis- may occur when a delegate does not fulfill tered delegate. A successor delegate reg- the term for which elected. The filling of istered in accordance with this provision vacancies must comply with the require- shall be credentialed to serve as a voting ments of the Constitution and Bylaws for delegate only until the adjournment of the the election of delegates. Representative Assembly. Successor delegates to fill possible vacancies should be elected at the same Rule 3. Registration time delegates are elected. Those persons filing delegate lists under the provision A. Registration materials shall be sent by of B above shall file with the Executive mail to all delegates prior to the time of Director, by May 15, lists of successor the Annual Meeting. delegates that may have been elected, and a certificate of eligibility of each such suc- B. Registration of delegates, succes- cessor delegate. Only those members who sor delegates, nondelegate members, and are so certified shall be eligible to serve as guests shall begin on the first day of the successor delegates. Annual Meeting. Registration of delegates A successor delegate shall serve for and successor delegates shall be complet- the remainder of the term of the delegate ed on the day prior to the first business in whose place the successor delegate is meeting of the Representative Assembly. serving. However, if a delegate is unable to attend one or more Annual Meetings by C. Successor delegates filling vacancies reason of uncontrollable circumstances, shall present at registration the permanent that delegate may resume service in the credential originally sent to the delegate term of office to which the delegate was the successor is replacing and a signed elected, commencing at the next Annual statement from the person filing the origi- Meeting, provided that the delegate has nal and successor delegate lists under the

160 Standing Rules provision of Rule 2.B identifying the del- F. The chairperson and members of each egate to be replaced. delegation shall assume responsibility for permitting only certified delegates and D. Members other than delegates shall designated staff to sit in their section. present evidence of membership and shall be given appropriate badges. Guests shall Rule 5. State Delegations also be given appropriate badges. A. The first meeting of state delegations E. Registration for the Annual Meeting shall take place before the first business shall be under the supervision of the meeting of the Representative Assembly Credentials Committee. Appeals shall be with all accredited delegates duly made to the same committee. notified.

Rule 4. Seating Arrangements B. Each delegation shall elect a chairperson and vice-chairperson at its first A. Meetings of the Representative meeting during the Annual Meeting Assembly shall be open to members of unless previously elected by the NEA the Association insofar as seating ar- members within the state or the state rep- rangements permit. resentative assembly or the state’s NEA Representative Assembly delegates at the B. The auditorium seating plan shall be state association’s first caucus session pri- arranged to provide sections for delegates, or to the Annual Meeting. The form certi- nondelegate members, guests, and staff. fying the election of the chairperson and vice-chairperson shall be submitted to C. Admittance to the auditorium shall be the Committee on Constitution, Bylaws, by badge. The type of badge will deter- and Rules by the close of the first business mine admittance to the proper section. meeting of the Representative Assembly.

D. Members of the news media shall be C. Meetings of state delegations shall given an appropriate badge and admitted be governed by Robert’s Rules of Order to the area reserved for their use. Newly Revised or such other officially recognized parliamentary authority as the E. Staff members who need access to the state delegation may recognize. floor of the Assembly shall wear an appropriate badge and an “official’’ ribbon. D. The chairperson of each state delega- Staff members of state and local affiliates tion, or the chairperson’s authorized depu- shall, upon designation by the chairperson ty, shall serve as spokesperson for the del- of the delegation, be permitted to be seat- egation on the floor of the Representative ed in the section with their delegation. Assembly. Except when authorized, other members of the delegation may speak

161 Standing Rules only as individuals in the Representative Rules for an advisory interpretation. The Assembly. presiding officer rules; the parliamen- tarian and Committee on Constitution, E. No state delegation shall vote by unit Bylaws, and Rules may advise. rule in the Representative Assembly. Each individual delegate shall have one D. The content of debate on any items for (1) vote. debate shall be displayed on all available screens by real-time captioning. F. If a roll call of state delegations is made in the Representative Assembly, the E. Any delegate who is recognized by the chairperson of each state delegation shall chair shall give his/her name and state, be responsible for taking an accurate poll and shall indicate whether speaking as an of delegates present at the time of the individual or as spokesperson for the state vote and for transmitting a report to the delegation or the NEA Board of Directors Committee on Constitution, Bylaws, and before speaking to a point under discus- Rules. sion. No member shall speak and/or be recognized in debate more than twice to Rule 6. Order of Business and the same question during the same meet- Debate ing, nor longer than two (2) minutes at one time if speaking as an individual or three A. The adoption of the order of business (3) minutes at one time if speaking for the of the Representative Assembly shall be delegation or the NEA Board of Directors, the first item of business at the first busi- unless permission is granted by majority ness meeting of the Assembly. vote of the Representative Assembly. With the consent of the Representative B. The annual session of the Assembly, an NEA member who is not a Representative Assembly shall be con- delegate may address the Assembly. ducted in accordance with provisions of the NEA Constitution, Bylaws, and F. A member may yield the microphone these Standing Rules. Matters not specifi- or speaking time to another delegate only cally governed in these documents shall for the unused portion of his/her allotted be governed by Robert’s Rules of Order time. Newly Revised. G. No member speaking on a question C. There shall be an official parlia- may move the previous question. mentarian, to whom questions may be directed only through the presiding offi- H. A motion to move the previous ques- cer. If deemed advisable by the presiding tion shall apply to no more than the officer, a question may be referred to the single question immediately before the Committee on Constitution, Bylaws, and Representative Assembly.

162 Standing Rules

I. The motion to amend by substitution petition of at least fifty (50) delegates, (2) shall be treated as the motion to amend. by a majority vote of those present and voting at a state delegation at a regularly J. A roll call vote (the counting of del- called meeting of the delegation in con- egates by state delegations) shall be taken nection with the Annual Meeting, (3) by only after approval, by a standing vote, of a governance body of the NEA or a state one-third (1/3) of the delegates present. or local affiliate, or (4) by the Committee The doors shall be closed while a count is on Constitution, Bylaws, and Rules pur- being taken. Supervision and counting of suant to Rule 10.G. The material shall be roll call votes shall be in the charge of the made available to the chairperson of each Committee on Constitution, Bylaws, and delegation on the following morning prior Rules. to the beginning of the Representative Assembly. Such material shall include a K. The Committee on Constitution, brief written rationale for each new busi- Bylaws, and Rules shall supervise the ness item. submission and processing of items of Each new business item shall be print- new business and amendments to the ed accompanied by the name of the sub- Legislative Program. The committee shall mitting NEA, state, or local group and determine which are items of new busi- shall be accompanied by the name and ness, which are legislative amendments, state of the contact person. and which are resolutions. The adoption Items of new business submitted in of a new business item shall not include accordance with this section shall be the approval of any appropriations. first business item at all business meetings except the first business meeting of L. New business relating to substantive the Representative Assembly. These new policies or programs for the Association business items shall be considered for shall be specific in nature and terminal in at least one hour at the second business application. meeting and for at least 90 minutes at New business items submitted prior to each subsequent meeting. May 1 shall be sent to the president and When a new business item is submit- executive director of each state affiliate as ted and the concept or action is being soon as possible. Those items submitted implemented or duplicates previous new after May 1 but prior to June 15 shall be business item positions approved by the included in the delegate packets given to Representative Assembly, the maker of delegates at registration. the motion shall be advised where the du- New business items shall be submit- plication exists prior to the introduction on ted to the Committee on Constitution, the floor of the Representative Assembly. Bylaws, and Rules no later than 12 noon The decision to submit or withdraw the on the second day of the Representative new business item shall remain with the Assembly and shall be submitted (1) by maker of the motion.

163 Standing Rules

M. Any new business item relating to be accompanied by the name and state of federal legislation for the consideration the contact person. of the Representative Assembly shall be treated as an amendment to the Legislative N. New business of the Association Program and shall be marked in the or- presented at the direction of the Board der received as legislative amendment 1, of Directors may be debated and acted 2, and so forth. Legislative amendments upon at any business meeting of the shall be considered as amendments to the Representative Assembly. main motion on the Legislative Program and shall be discussed at the time that O. New business relating to a boycott or the Representative Assembly acts on the sanction shall be referred to the Executive Legislative Program. Committee. Prior to further action, NEA Legislative amendments submitted pri- shall communicate with the state affiliate or to May 1 shall be sent to the president and local affiliate in which the affected and executive director of each state af- company headquarters, organization, or filiate as soon as possible. Those amend- governmental entity is located. ments submitted after May 1 but prior to Affected state affiliates that do not June 15 shall be included in the delegate concur with the recommendations of the packets given to delegates at registration. Executive Committee regarding a boycott Legislative amendments shall be sub- will be allowed to file a rebuttal position mitted to the Committee on Constitution, paper that will be circulated to the Board Bylaws, and Rules no later than 12 noon of Directors together with the report of on the second day of the Representative the Executive Committee. Further, the Assembly and shall be submitted (1) by state president of any affected affiliate petition of at least fifty (50) delegates, (2) will be allowed time to address the Board by a majority vote of those present and of Directors before a vote is taken. voting at a state delegation at a regularly The Board of Directors shall act on called meeting of the delegation in con- the report of the Executive Committee nection with the Annual Meeting, or (3) or transmit it to the Representative by a governance body of a state or lo- Assembly. In making such referral, the cal affiliate. The material shall be made Representative Assembly may take a po- available to the chairperson of each del- sition for or against the action proposed egation on the following morning prior in the new business item. The Board to the beginning of the Representative shall implement this position unless, after Assembly. Such material shall include a consideration of legal and other relevant brief written rationale for each legislative factors, it deems by two-thirds (2/3) vote amendment. that such implementation would not be in Each legislative amendment shall be the best interest of the Association. If the printed accompanied by the name of the Representative Assembly takes a position submitting state or local group and shall on the new business item, the Board of

164 Standing Rules

Directors shall act on it at its initial meet- S. At the request of the presiding officer ing of the new fiscal year. Information and/or a majority of the delegates, any and rationale regarding the boycott or amendment or main motion shall be in sanction shall be provided to the affected writing. affiliate(s) prior to public notification. T. Any person, chairperson, or member P. A five (5) member committee shall be who is presenting a committee report established to review new business items shall not speak more than five (5) minutes prior to and during the Representative unless permission is granted by majority Assembly. The committee shall consist of vote of the Representative Assembly. the secretary-treasurer, one (1) member of the Board of Directors elected by and U. The object to consideration motion from the Board, and three (3) delegates to shall be in order only immediately after the Representative Assembly appointed the maker of the motion has had the op- by the President. The committee shall portunity to speak to it. review each new business item submitted and, without changing or eliminating any, V. The vote on a motion to refer shall be shall (1) make a preliminary estimate of in order only after the maker of the origi- the cost of each item and (2) determine nal motion has been given the opportunity whether the item is covered in the pro- to speak to the referral. gram budget. W. Any proposed new business item that Q. A new business item adopted by a impacts the planning and organizing of Representative Assembly shall remain an annual regional conference shall auto- in effect (1) until a specified expiration matically be forwarded to the appropriate date, or (2) until it is implemented, or conference planning committee for con- (3) until it is rescinded by a subsequent sideration. The planning committee shall Representative Assembly. not be required to implement the new business item. R. The text of a new business item adopt- New business items which impact the ed by a Representative Assembly may be conduct of subsequent Annual Meetings edited with the approval of the President shall be processed as follows: provided no substantive changes are made 1. If the Representative Assembly re- and the final text is approved in writing jects the new business item, no further ac- by the mover and the seconder. During tion shall be taken. the program year of implementation, the 2. If the Representative Assembly mover of a new business item adopted by adopts the new business item, it shall be the Representative Assembly shall be ad- referred to the Annual Meeting Review vised about the steps being undertaken to Committee. The Annual Meeting Review accomplish its implementation. Committee shall implement the new

165 Standing Rules business item, unless, after consideration made available to each member of the of legal, financial, and other relevant fac- Assembly before or at the time of the pre- tors, it concludes that such implemen- sentation of such report. tation would not be in the best interest of the Association. In that event, the B. Action. The adoption or acceptance Annual Meeting Review Committee shall of committee reports does not include ap- make a recommendation to the Board of proval of any requested appropriation. Directors regarding implementation of the new business item at or before the Board’s C. Report of the Committee on February meeting, and the Board shall Program and Budget. Appropriation take such action as it deems appropriate. requests shall be considered by the The action taken by the Board with regard Representative Assembly at the time of to the new business item shall be reported the adoption of the budget. The adop- to the next Representative Assembly, and tion of the budget shall be by vote of the the Representative Assembly shall take Representative Assembly after consider- such action as it deems appropriate. ation of all new business items. 3. If the Representative Assembly refers the new business item to the Annual D. Report Format. Reports of commit- Meeting Review Committee without tak- tees shall be in a format, prescribed by the ing a position for or against the new busi- President, which provides for a separation ness item, the Annual Meeting Review of explanatory, background, or introduc- Committee shall assess the new busi- tory report information from any recom- ness item. Following such assessment, mendations the Assembly is to act upon. the Annual Meeting Review Committee shall make a recommendation to the Rule 8. Length of Remarks Board of Directors regarding implemen- Except for the keynote address by the tation at or before the Board’s February President of the Association, and any ad- meeting, and the Board shall take such dress by the President of the United States, action as it deems appropriate. The ac- speakers delivering prepared speeches to tion taken by the Board with regard to the the Representative Assembly should be new business item shall be reported to the advised that their remarks should be lim- next Representative Assembly, and the ited to 15 minutes. Representative Assembly shall take such action as it deems appropriate. Rule 9. Policy Statements

Rule 7. Reports A. Purpose. A policy statement shall set forth NEA’s positions with regard to A. Availability. Copies of each report a particular subject, and may include ex- by a committee of the Association or of pressions of opinion, intent, or belief; may the Representative Assembly shall be call for actions that are specific in nature

166 Standing Rules and terminal in application; and may in- policy statement is controlling and su- dicate support for or opposition to federal persedes all other NEA pronouncements legislation. dealing with that subject. An adopted policy statement shall B. Submission and Consideration continue in force unless and until further of Proposed Policy Statements. A action is taken with regard to that policy proposed policy statement may be submit- statement by a subsequent Representative ted to the Representative Assembly only Assembly. by the Board of Directors. The proposed policy statement, together with the com- D. Amending Adopted and Propos mittee report upon which it is based, shall ed Policy Statements. The Executive be sent to delegates in the advance mail- Committee shall review all adopted pol- ing for the Annual Meeting. Committee icy statements each year to assure that reports, including proposed policy state- they continue to serve the contemporary ments and other recommendations, shall needs and interests of NEA. In conduct- be sent to the Committee on Legislation ing this review, the Executive Committee and the Resolutions Committee at the may seek input from NEA members, af- same time they are sent to the Board of filiates, and constituency groups. Directors. The Executive Committee shall re- A proposed policy statement shall be port the results of its review, including presented to the Representative Assembly any recommendations that the Executive for consideration at the time designated in Committee may wish to make for amend- the official program. ing the adopted policy statements, to the Board of Directors at the Board’s May C. Effect of Adopted Policy State meeting. Any amendments to the ad- ments. If a policy statement is adopted opted policy statements approved by the by the Representative Assembly, any Board of Directors shall be submitted to resolution, new business item, or provi- the Representative Assembly for action. sion in the Legislative Program that deals The Committee on Legislation and with the subject addressed in the policy the Resolutions Committee shall submit statement shall be editorially changed to the Board of Directors in advance of to accommodate the positions taken in the Board’s May meeting any proposed the policy statement. Any resolution, amendments to adopted or proposed new business item, or provision in the policy statements adopted pursuant to Legislative Program that deals with a sub- their regular committee work, including ject addressed in an adopted policy state- regular open hearings at which members ment shall be accompanied by a notation of the Association may submit proposed indicating that NEA’s position with re- amendments to policy statements. gard to the subject in question is set forth A Preliminary Report on Policy in full in the policy statement and that the Statements, including a copy of all

167 Standing Rules adopted and proposed policy statements, Representative Assembly shall deal with including any amendments approved by proposed policy statements first, and then the Board of Directors for submission shall deal with amendments to adopted to the Representative Assembly, shall be policy statements. In this latter regard, sent to delegates in the advance mailing the Representative Assembly shall deal for the Annual Meeting. with each adopted policy statement sepa- Amendments to adopted and proposed rately, acting first on any amendments to policy statements may be submitted to the policy statement in question submit- the Committee on Constitution, Bylaws, ted by the Board of Directors, and then and Standing Rules after the opening of acting on any other amendments to that the Representative Assembly until noon policy statement. on the second day of the Representative Assembly by (1) petition of at least fifty Rule 10. Definition of (50) delegates, (2) a majority vote of Resolutions, Committee, those present and voting at a state delega- and Procedure tion at a regularly called meeting of the delegation in connection with the Annual A. Definitions of Resolutions. Meeting, (3) a governance body of a state Resolutions are formal expressions of or local affiliate, or (4) the Committee opinion, intent, belief, or position of the on Legislation and the Resolutions Association. They shall set forth general Committee. These amendments will be concepts in clear, concise language, shall distributed in writing to the delegates be broad in nature, shall state the posi- prior to consideration of policy statements tions of the Association positively and by the Representative Assembly. without ambiguity, and shall be consistent If a new business item, an amendment with the goals of the Association as stated to the Legislative Program, or an amend- in the Preamble of the Constitution. ment to a resolution that is submitted to the Committee on Constitution, Bylaws, B. Composition of Resolutions and Standing Rules would have the ef- Committee. The Resolutions Committee fect of changing a position taken in an shall consist of an Internal Editing adopted or a proposed policy statement, Committee of five (5) members and at the Committee shall treat the submission least as many additional members from as an amendment to the policy statement, each state affiliate as the affiliate has and it shall be acted upon when policy NEA state directors*, from among the re- statements are being considered by the tired delegates to the NEA Representative Representative Assembly. Assembly as the Retired members have Amendments to adopted and proposed policy statements shall be considered by *The Retired members are entitled to six (6) Resolutions Committee members and alternates the Representative Assembly at the time and Student members to three (3) Resolutions designated in the official program. The Committee members and alternates.

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NEA directors*, and from among the 2. To collect and categorize new Student members of the Association as resolutions. If clarification of a resolu- the Student members have NEA direction seems necessary, the committee may tors. The chairperson, vice-chairperson, make such changes. and secretary of the Internal Editing The committee shall synthesize relat- Committee shall serve as chairperson, ed resolutions into a common resolution vice-chairperson, and secretary of the where possible. full Resolutions Committee. In the event of either of the above procedures, the committee will send the C. Internal Editing Committee. The final resolution plus all resolutions from Internal Editing Committee shall be ap- which it was prepared to the Resolutions pointed by the president with the advice Committee and the original drafter(s). and consent of the Board of Directors Controversial issues may have more for rotating terms of three (3) years. than one (1) resolution sent to the full No person shall serve more than two Resolutions Committee. (2) terms as a member of the Internal 3. To draft new proposed resolutions. Editing Committee. The President shall 4. To apply the definition of resolu- annually appoint a chairperson from the tion set forth in A above to proposed Internal Editing Committee. Members amendments to resolutions and to new of the Internal Editing Committee shall resolutions. serve at the pleasure of the President. The 5. To review regularly the adopted Internal Editing Committee shall select resolutions of the Association to assure, annually a vice-chairperson and a secre- among other things, their timeliness and tary from among its own membership. It internal consistency. The committee shall shall meet prior to the opening meeting report its recommendations to the full of the Representative Assembly to draft Resolutions Committee for action. proposed resolutions. 6. To make such changes in the adopt- The functions of this committee shall ed resolutions of the Association as may be be: necessary to accommodate the positions 1. To submit verbatim to the Reso taken in policy statements adopted by the lutions Committee the resolutions adopted Representative Assembly. Such changes by the previous Representative Assembly. shall be made promptly after the policy Changes or amendments to these resolu- statements have been adopted and shall be tions may be offered by this committee. reported to the Resolutions Committee for Such changes will appear separately, at- information at its winter meeting. tached to the original resolution. D. State, Retired, Student, and At- *The Retired members are entitled to six (6) Large Members. The registered dele- Resolutions Committee members and alternates and Student members to three (3) Resolutions gates to the Representative Assembly from Committee members and alternates. each state shall elect as many members and

169 Standing Rules alternates to the Resolutions Committee on Constitution, Bylaws, and Rules before from among the state and local delegates the close of the fifth business meeting of in the state delegation as each state has the Representative Assembly. NEA state directors. The retired delegates A challenge to the election of a to the NEA Representative Assembly shall Resolutions Committee member shall be elect as many members and alternates to made to the Committee on Constitution, the Resolutions Committee from among Bylaws, and Rules within twenty-four the retired delegates as the number of re- (24) hours after the challenger knew or tired directors. The student delegates to reasonably should have known the basis the NEA Representative Assembly shall for the challenge. elect as many members and alternates to The procedure for filling vacancies the Resolutions Committee as the num- on the Resolutions Committee between ber of student directors.* Nominations meetings of the Representative Assembly of student members to the Resolutions shall be as follows: If the number of va- Committee shall be open to all eligible cancies exceeds the number of alternates NEA student members. elected to fill vacancies, additional alter- Members shall serve for one (1) year nates shall be appointed by the govern- commencing September 1. No person shall ing board of the state affiliate or by the serve more than six (6) terms as member. NEA Advisory Committee of Student Elections shall be by secret ballot. Members, if feasible, or appointed by the Voting shall be by those delegates present president of the state affiliate or the chair- and shall take place at the third business person of the NEA Advisory Committee meeting of the state delegations and by the of Student Members. Retired member va- retired and student delegates at the time cancies shall be filled as provided in the and place designated in the annual pro- bylaws of NEA-R. gram by the President of the Association The members elected from each state except as may otherwise be approved in ad- shall meet the requirements set forth in vance by the Committee on Constitution, Article V, Section 1(a). Nominations of Bylaws, and Rules. If the number of can- such state members shall be open except didates for Resolutions Committee posi- where limitations are required to comply tions is equal to or less than the number with the provisions of Article V, Section of positions to be filled, elections may 1(a). In the event that the first three (3) be waived, and the candidates declared members from a state or the first three (3) elected to the positions in question. The retired members do not include at least report of election results shall be submit- one (1) ethnic minority, the fourth member ted on the proper form to the Committee shall be from an ethnic-minority group. At-large members of the Resolutions *The Retired members are entitled to six (6) Resolutions Committee members and alternates Committee shall be appointed by the and Student members to three (3) Resolutions President as may be necessary to assure Committee members and alternates. compliance with the requirements set forth

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in Article V, Section 1(d), (e), and (f) and its winter meeting shall be submitted to that ethnic minorities comprise at least the Executive Director or the chairper- twenty (20) percent of the committee. son of the Resolutions Committee or the A member of the Resolutions members of the Resolutions Committee Committee shall immediately relinquish from their states. the position held on the Resolutions The committee shall hold at least one Committee when such member ceases to (1) open hearing on proposed resolutions be employed in the category represented. at a time and place to be announced in the printed program. The Resolutions E. Duties. The Resolutions Committee Committee shall meet on a day prior to shall prepare and present to the the open hearing and shall meet following Representative Assembly proposed reso- the open hearing to consider any changes lutions for adoption. Proposed resolu- (additions, deletions, and/or amendments) tions shall be printed and made available it may wish to make in its report to the to delegates before action is scheduled Representative Assembly. thereon by the Representative Assembly. The Resolutions Committee shall rec- The form and text of each resolution shall ommend a body of resolutions in its annu- be approved by the majority vote of the al report to the Representative Assembly. Resolutions Committee before presen- These resolutions shall be presented for tation to the Representative Assembly vote en masse. provided, however, that a minority report The submission of all new resolutions, may be presented to the Representative amendments to resolutions, and requests Assembly upon a one-third (1/3) favorable to set aside resolutions for discussion vote of the total Resolutions Committee’s shall be submitted to the Committee on eligible voters. Constitution, Bylaws, and Rules no later Such minority report shall be print- than 12:00 noon on the second day of the ed with the majority report and shall Representative Assembly. Floor amend- be presented by the chairperson of the ments to new resolutions and floor amend- Resolutions Committee concurrently with ments to resolutions amendments shall be the majority report. The chairperson of in order. the Resolutions Committee shall present All new resolutions to be submitted the report of the committee, together with from the floor for consideration must have any minority report, to the Representative a majority of the vote to be placed on the Assembly for consideration at the time and agenda (heard) and a two-thirds (2/3) place designated in the official program. vote to pass. Resolutions submitted for consider- F. Procedures for Submitting ation by the Representative Assembly Resolutions. Resolutions from del- shall be in writing on the forms provided, egates or members designated for consid- signed by the maker and the seconder of eration by the Resolutions Committee at the motion.

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At the request of any delegate, a pro- B. Duties. The committee shall initiate posed resolution shall be separately con- proposed amendments to the Constitution, sidered for the purpose of discussion or Bylaws, and Standing Rules as appropri- amendment. ate; receive and process proposed amend- The consideration of the NEA resolu- ments; supervise the submission and pro- tions shall commence with the goal area cessing of new business and amendments containing the final resolution debated at to the Legislative Program; supervise and the preceding Representative Assembly. count roll call votes; provide advisory Resolutions adopted by a Representa- opinions to parliamentary questions upon tive Assembly shall continue in force the request of the presiding officer; and until the next Representative Assembly perform such other duties as are set forth acts upon the report of the Resolutions in the Standing Rules or are requested by Committee. the President. All resolutions adopted by the NEA Representative Assembly shall be publi- C. Constitution and Bylaws. cized as official NEA resolutions. 1. Constitution: Proposed amendments to the Constitution shall be sub- G. Submission of Resolution as mitted to the Committee on Constitution, New Business. Between Representative Bylaws, and Rules in writing and in accor- Assemblies, any current resolution in dance with Article IX, Sections 1 and 2 of whole or in part that is jointly deter- the Constitution not later than the close mined to be a new business item by the of the seventh business meeting of the Committee on Constitution, Bylaws, and Representative Assembly. Documentation Rules and the Internal Editing Committee of timely submission shall be the respon- shall be submitted for vote to the next sibility of the contact person for the Representative Assembly. amendment. (a) Presentation by Title: These Rule 11. Constitution, Bylaws, amendments shall be presented by title by and Standing Rules: Committee the chairperson of the committee to the and Amendment Procedures Representative Assembly immediately preceding the Representative Assembly A. Composition. The Committee on at which they are to be voted upon. Constitution, Bylaws, and Rules shall (b) Printing and Distribution: The consist of five (5) members appointed by Committee on Constitution, Bylaws, and the President with the advice and consent Rules shall arrange proposed amend- of the Board of Directors. The President ments to the Constitution so that they are shall annually appoint a chairperson of the sequential by article of the Constitution. committee. Members shall serve rotating Titles and texts of proposed amendments three (3) year terms beginning September to the Constitution along with the name 1. No member shall serve more than two and state of the contact person shall be (2) terms.

172 Standing Rules available upon request to any NEA mem- identical amendments as a single amend- ber no later than ninety (90) days follow- ment with the contact persons of each ing adjournment of the Representative listed with the amendments; and (c) di- Assembly. The text of the proposed viding an amendment at the discretion of amendments shall be printed in an official the committee and with the consent of the publication sent to all members at least contact person to enable the component sixty (60) days prior to its consideration. parts of an amendment to be voted upon 2. Bylaws: Proposed amendments independently of each other. to the Bylaws shall be submitted to the 4. Discussion: The Committee on Committee on Constitution, Bylaws, Constitution, Bylaws, and Rules shall and Rules in writing and in accordance hold an open hearing on proposed amend- with Article IX, Sections 1 and 3 of the ments to the Constitution and Bylaws at Constitution. Documentation of timely a time and place to be announced in the submission shall be the responsibility of printed program. A representative of the the contact person for the amendment. petitioners shall be requested to attend (a) Publication: These amendments the open hearing to explain the intent of a shall be printed in an official publication proposed amendment. The Representative sent to all members at least sixty (60) days Assembly shall discuss the proposed prior to their consideration. amendments prior to voting. (b) Printing and Distribution: The 5. Titles for Amendments: Titles of Committee on Constitution, Bylaws, and amendments to both the Constitution and Rules shall arrange proposed amendments Bylaws shall summarize the intent of the to the Bylaws sequentially by bylaw. amendment, including the significance of The text of proposed amendments to the deletions as well as the changes and/ the Bylaws, along with the name and state or additions. The titles shall be posted of the contact person, shall be printed in outside the voting area on the day the an official publication sent to all mem- amendments are voted upon. bers at least sixty (60) days prior to its consideration. D. Standing Rules. 3. Editing: Amendments to the 1. Submission: Amendments to the Constitution and Bylaws shall be reviewed Standing Rules may be proposed to the and, if necessary, edited by the Committee Representative Assembly by one or more on Constitution, Bylaws, and Rules. of the following methods: The editing responsibilities of this (a) By petition signed by at least twen- committee shall include (a) combining ty-five (25) certified delegates and sub- two or more amendments of a similar in- mitted to the Committee on Constitution, tent into a single amendment, if the final Bylaws, and Rules for presentation to the amendment is agreed to by the contact Representative Assembly. person for each group making the origi- (b) By a state delegation in the Rep nal amendments involved; (b) printing resentative Assembly whose concurrence

173 Standing Rules in the proposed amendment is evidenced present and voting. either by a majority vote of those del- 4. Adoption of a Standing Rule After egates present and voting in such delega- Vote on Amendments to Constitution tion at a regularly called meeting of the and/or Bylaws: Any amendment to the delegation held in connection with the Standing Rules which is dependent upon Annual Meeting or by petition signed by adoption of a pending amendment to the a majority of the members of such del- Constitution and/or Bylaws and which egation. Proposals shall then be submit- was previously submitted pursuant to ted to the Committee on Constitution, Standing Rule 11.B.1 shall be designated Bylaws, and Rules for presentation to the for vote following adoption of the contin- Representative Assembly. gent amendment to the Constitution and/ (c) By majority vote of the NEA or Bylaws. Board of Directors and submitted to the 5. Withdrawal of Proposed Amend Committee on Constitution, Bylaws, ments to Standing Rules: By motion of and Rules for presentation to the the contact person, an amendment to Representative Assembly. the Standing Rules may be withdrawn. (d) By a majority vote of the Committee Without objection, the chair shall rule on Constitution, Bylaws, and Rules. that the amendment is withdrawn. If there 2. Time for Submission and Notice: (a) is objection, a majority vote of the del- A proposed amendment to the Standing egates shall be required for withdrawal of Rules shall be presented in writing to the amendment. the Committee on Constitution, Bylaws, and Rules, postmarked no later than one Rule 12. Elections, Committee hundred twenty (120) days preceding and Procedure the Annual Meeting. (b) Documentation of timely submission shall be the re- A. Composition of Committee. The sponsibility of the contact person for the Board of Directors, on the basis of recom- amendment. (c) The text of the proposed mendations from the state affiliates, shall amendment along with the name and state appoint a chairperson and at least twenty of the contact person shall be printed in an (20) members of an Elections Committee. official publication sent to all members at The chairperson and members shall serve least sixty (60) days prior to its consider- at the pleasure of the Board of Directors. ation. (d) The Standing Rules may then be amended by the Representative Assembly B. Duties. The committee shall be re- by a majority vote of the delegates present sponsible for the conduct of elections and and voting, by voice vote. any other items on which votes are taken 3. Suspension of a Standing Rule: By by printed ballots. a motion from the floor, a Standing Rule may be suspended or amended without C. Filing. Each candidate for election at notice by a two-thirds (2/3) vote of those the Representative Assembly must file with

174 Standing Rules the executive director no later than at the for all delegates; and shall be received time of nomination a certificate of eligibil- at NEA Headquarters by May 15. There ity, and the executive director shall verify shall be no charge to such candidates for such certification. Distribution and display inclusion in the mailing. of campaign literature shall be restricted to the year of the nominee’s candidacy. E. Campaign Expenses. No portion of dues money collected at the local, re- D. Advance Publicity. Candidates for gional, state, or national level shall be executive office or membership on the used to promote the candidacy of any in- Executive Committee may file their inten- dividual for an NEA office. tion in writing with the executive direc- Using forms provided by the tor of the NEA, along with a picture and Committee on Constitution, Bylaws, and candidate statement. The executive direc- Rules, each candidate shall file a pre- tor of the NEA shall publish in an NEA liminary report of campaign revenues publication sent to Active members the and expenses, including projected rev- picture and candidate statement of each enues and expenses, with the committee candidate who has filed and presented prior to the opening of nominations at such statement by April 1. The eligibility the Representative Assembly. A final re- of such candidates shall be verified prior port, on the forms provided by the com- to publication. mittee, must be filed with the committee The Association shall mail to all no later than thirty (30) days following delegates a brochure, no larger than 8 1/2 certification of the election results. The by 11 inches, for each candidate for execu- committee shall report to the tive office or membership on the Executive Representative Assembly, prior to any Committee with the candidate’s approval. nominations or elections, whether any Subject to legal requirements, the con- candidate has in any manner violated tent of the brochure shall be determined the election rules and regulations. The by the candidate, who shall provide the final report of campaign revenues and Association with camera-ready art for the expenditures shall be printed in an appro- brochure. Such artwork shall be received priate NEA publication for inspection by at the NEA headquarters building no later any member. than May 1. The Association shall pay printing, mailing, and handling costs for F. Certification of Election of NEA such brochure. Director. On a form provided by the In the event a candidate chooses to NEA, the president of a state affiliate have printed his or her brochure for dis- shall certify by May 20 the election of tribution to all delegates in the one-time any director elected to assume office the mailing, the brochure shall be one (1) following September 1. The president of a page, no larger than 8 1/2 by 11 inches; state affiliate shall certify the election of shall be supplied in sufficient number a person elected to complete an unexpired

175 Standing Rules term on the NEA Board of Directors as dates, if necessary to achieve twenty (20) soon as possible after such election. In percent ethnic-minority representation the event the certifying officer is in fact on the Executive Committee as provid- the elected NEA Board member, the next ed for by Article VI, Section 1(c) of the ranking state officer shall certify the elec- Constitution, shall be announced by the tion report. President contingent upon other nomi- Prior to June 1, notification of the nations and/or balloting for Executive number and type of at-large positions Committee positions. necessary to fulfill the requirements 2. Nominations for each category shall of Article V, Section 1 of the NEA be made in an order determined by a draw- Constitution shall be sent to the executive ing by the candidates or their designees. officers, Executive Committee, Board of 3. Consistent with the requirements set Directors, state presidents, state execu- forth in Rule 12.H, each candidate shall tive directors, members of the Minority be nominated from the floor by motion Affairs Committee, and individuals who of a delegate who has full voting rights have notified NEA of intention to run for in the Representative Assembly. When all those positions. nominations have been made, each candidate or designee shall have an allotment G. Nominations. At the first business of time to address the Representative meeting of the Representative Assembly, Assembly. Candidates for the office of nominations shall take place, as appropri- president shall be given five (5) minutes ate in each year, for the elections provided for this purpose. Candidates for vice- for by Article IV, Section 3; Article V, president, secretary-treasurer, and the Section 1; and Article VI, Section 1 of the Executive Committee shall be given three Constitution. (3) minutes. Candidates for at-large posi- 1. Nominations, as appropriate in each tions on the Board of Directors shall be year, shall be made in the following or- given two (2) minutes. der: (i) president; (ii) vice-president; (iii) Candidates or their designees shall secretary-treasurer; (iv) members of the speak in an order determined by a draw- Executive Committee; (v) at-large repre- ing by the candidates or their designees. sentatives of classroom teachers in higher 4. If the number of candidates nomi- education on the Board of Directors; (vi) nated equals the number of positions to be at-large representatives of administrators filled, the chair shall declare such candi- on the Board of Directors; (vii) at-large dates elected. representatives of Active members em- 5. The Committee on Constitution, ployed in educational support positions Bylaws, and Rules shall be in charge of on the Board of Directors; (viii) at-large timing all speakers. Each speaker shall representatives of ethnic minorities on the be given a one (1) minute warning before Board of Directors. The time of nomina- the time has elapsed, and the timekeeper tions of at-large ethnic-minority candi- shall stand at the end of the allotted time.

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H. Elections. Elections shall be by places as the President may designate. printed ballot by the delegates to the On the first ballot, delegates shall vote Representative Assembly. for positions as follows: 1. The names of the candidates shall (a) Executive officers (as appropriate be placed on the first ballot in the order for that year); determined by lottery by the candidates or (b) Members (as appropriate for their designees immediately following the that year) to serve on the Executive close of nominations at the Representative Committee; Assembly; on subsequent ballots the order (c) Representatives of classroom teach- also shall be determined by lottery by the ers in higher education, if necessary, on candidates or their designees. the Board of Directors; The candidates or their designees, (d) Representatives of administrators, no later than thirty (30) minutes after if necessary, on the Board of Directors; the nomination and acceptance speech- (e) Representatives of Active mem- es have concluded, shall assemble at a bers employed in educational support place designated by the chairperson of positions, if necessary, on the Board of the Committee on Constitution, Bylaws, Directors; and and Rules. The lottery shall be held un- (f) Representatives of ethnic mi- der the supervision of the chairperson of norities, if necessary, on the Board of the Elections Committee and in the pres- Directors. ence of the chairperson of the Committee 3. Runoff elections shall be held as on Constitution, Bylaws, and Rules or necessary until there is an election for designee. each position by a majority vote. Notice In the event that a candidate or desig- of runoff elections shall be given by the nee fails to appear at the appointed time chairperson of the Elections Committee and place, the chairperson of the Elections from the platform during a regular- Committee shall draw for that candidate. ly scheduled business meeting of the The order of the lottery shall be as fol- Representative Assembly. The chairper- lows: For placement on the first ballot, the son of the Elections Committee shall set, candidates shall draw in order determined subject to approval by the Representative alphabetically by the states of the candi- Assembly, the hours for all runoff elec- dates. For placement on a runoff ballot, tions. The chairperson of the Elections the candidates shall draw in order of the Committee shall authorize a runoff elec- highest number of votes received on the tion by mail ballot of the certified dele- previous ballot. gates, if it becomes necessary, to assure 2. Elections on the first ballot shall be elections by majority vote. on the second day of the Representative 4. Administrators shall be nominated Assembly. Polls for voting on the first by administrator delegates and elected by ballot shall be open from 8:30 a.m. to majority vote of all delegates if necessary 12 noon on election day at such place or to achieve administrator representation on

177 Standing Rules the Board of Directors as provided for by Board. Runoff elections for such positions Article V, Section 1 of the Constitution. will be held as necessary. Runoff elections for such positions will be 8. Ethnic-minority persons shall be held as necessary. elected by majority vote of all delegates 5. Classroom teachers in higher edu- if necessary to achieve twenty (20) per- cation shall be nominated by such del- cent ethnic-minority representation on egates and elected by majority vote of all the Executive Committee as provided delegates if necessary to achieve class- for by Article VI, Section 1(c) of the room teachers in higher education rep- Constitution. Runoff elections for such resentation on the Board of Directors as positions will be held as necessary. provided by Article V, Section 1 of the 9. Polls for voting on amendments Constitution. Runoff elections for such shall be open from 8:30 a.m. to 12 noon positions will be held as necessary. on the third day of the Representative 6. Active members employed in edu- Assembly at such place or places as the cational support positions shall be nomi- President shall designate. nated by such delegates and elected by 10. The chairperson of the Elections majority vote of all delegates if neces- Committee shall present the report sary to achieve such representation on of each balloting by vote tally to the the Board of Directors as provided for by Representative Assembly. In the event Article V, Section 1 of the Constitution. that each of two or more incompatible Runoff elections for such positions will be amendments receives the required num- held as necessary. ber of votes, the amendment receiving the 7. Ethnic-minority persons shall be greatest number of votes shall prevail. elected by majority vote of all delegates if 11. As soon as the results of an elec- necessary to achieve at least twenty (20) tion are certified, all business of the percent ethnic-minority representation Representative Assembly shall be sus- on the Board of Directors as provided by pended until the results are reported to Article V, Section 1(c) of the Constitution. the Representative Assembly. The number of positions to be voted upon 12. Following the oral report of the shall be equal to the number required to results of balloting to the Representative assure a minimum of twenty (20) per- Assembly, the certified results shall be cent ethnic-minority representatives on posted at the voting booths, displayed the Board of Directors (excluding the electronically to the Assembly hall, ex-officio members) without counting the and printed in the next edition of the number of ethnic-minority persons who Representative Assembly newspaper. may be elected at large in the same year 13. The Representative Assembly shall to achieve the required proportion of ad- not recess until the results of the elec- ministrators, classroom teachers in higher tion are certified and presented to the education, and Active members employed Assembly on the day of an election. in educational support positions on the

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I. Tenure. Officers chosen shall con- or advocates a change in NEA policy. The tinue in office through August 31 of the material distributed or information dis- final year of the term for which they were seminated may be prepared by the affili- elected, or until their successors are cho- ates, delegates, and caucuses themselves, sen in accordance with the Constitution or the affiliates, delegates, and caucuses and Bylaws. may distribute material or disseminate information prepared by groups external to Rule 13. Distribution of the Association. Materials 2. Groups external to the Association shall be permitted to use the exhibit area A. General distribution of any type of to distribute material or disseminate in- printed material in the auditorium and formation related to the Association’s adjacent lobbies (within one hundred agenda, provided that such material is not [100] feet) of the auditorium in which contrary to or does not advocate a change the Annual Meeting is held shall require in NEA policy. clearance with the chairperson of the 3. Groups that do not adhere to NEA Committee on Constitution, Bylaws, and policies and resolutions on nondiscrimi- Rules. Identification of source and spon- nation shall not be permitted to use the sorship shall be printed on such materials. exhibit area to distribute material or dis- Clearance is not required for official NEA seminate information of any kind. reports or for distribution of materials by 4. The Association may prohibit the the chairperson of a state delegation to distribution of any material or the dissem- his/her own delegates. ination of any information that is disruptive or offensive (i.e., obscene or in bad B. No campaign literature or related taste). materials may be distributed or posted within the seating area of the auditorium Rule 14. Prohibitions or where they are visible from the seating area, or from the polling places on elec- A. There shall be no smoking in the tion day. Representative Assembly or in any area or line where delegates are required to be in C. The following rules shall apply to the order to carry out their responsibilities. use of exhibit and fundraising areas at the NEA Annual Meeting: B. There shall be no consumption of al- 1. NEA affiliates, delegates, and coholic beverages in the Representative caucuses shall be permitted to use the ex- Assembly. hibit and fundraising areas to distribute material or disseminate information relat- C. There shall be no drawings or give- ed to the Association’s agenda, including aways conducted during the Annual material or information that is contrary to Meeting in which delegates must be

179 Standing Rules present to win except for those designed E. Runoff elections shall mean a voting to motivate delegates to attend business procedure as follows: In an election by the meetings or properly scheduled caucuses. Representative Assembly, if a sufficient number of candidates has not achieved a Rule 15. Definition of Terms majority of the valid ballots cast, another The following terms from the election shall be held and the runoff ballot Constitution and Bylaws, when used shall list those unsuccessful candidates in the Standing Rules, shall have these who, arranged in decreasing order of votes definitions: received, obtained a majority of the votes cast in the previous election. In the event A. Open nomination procedure shall that this procedure would not provide at mean a procedure by which every eligible least one more candidate than the number NEA member shall have the opportunity of remaining positions to be filled, then to nominate any NEA member who meets the runoff ballot shall list those candi- the qualifications for the elective posi- dates who, in descending order, received tion; subject, however, to any limitations the highest number of votes on the previ- required in the NEA Constitution and ous ballot (though not elected), listing one Bylaws and also to any other reasonable more candidate than the number of posi- restrictions uniformly imposed. tions to be filled.

B. Secret ballot shall mean a procedure F. Valid Ballot: In the case of elec- for voting on slips of paper (or via a vot- tions at the Representative Assembly, a ing machine) on which the voter may valid ballot shall be a ballot (1) cast by a mark the vote in secrecy. credentialed delegate for a person nominated for the office, (2) cast for no more C. One-person–one-vote principle shall than the maximum number of positions mean a voting procedure by which the to be filled, and (3) cast in a manner tha vote of each member of the constituency clearly indicates the voter’s choice. In has equal weight, so that in the elected the case of a vote by the Representative governing body each delegate represents Assembly on any issue placed on a ballot, approximately the same number of con- a valid ballot shall be a ballot clearly cast stituents as each and every other delegate. for or against this issue.

D. Election by secret ballot for each individual position shall mean that slate voting shall not be permitted.

180 List of NEA Resolutions

A. SERVE AS THE NATIONAL A-20. Federal Impact Aid VOICE FOR EDUCATION A-21. Educational/Economic Stability of States PUBLIC PERCEPTIONS OF A-22. Tax Reform EDUCATION A-23. Privatization and Subcontracting A-1. Public Education Programs A-2. Educational Opportunity for All A-24. Voucher Plans and Tuition Tax A-3. Understanding and Support of Credits Public Education A-25. Deleterious Programs A-4. Parental Involvement A-26. For-Profit Schools A-5. American Education Week A-27. Funding for Extracurricular A-6. Excellence in Education Programs A-7. U.S. Department of Education A-28. Local Education Foundations A-8. Appointments by the President of the United States QUALITY EDUCATION A-9. Business Support for Public A-29. Educational Bureaucracy Education A-30. Improving and Maintaining A-10. School Boards Educational Facilities A-11. Use of Closed Public School A-31. Acceptable Charter Schools and Buildings Other Nontraditional Public A-12. Black Higher Education School Options Institutions A-32. Takeover of Public Schools or A-13. School Accountability Public School Districts A-33. Federally or State-Mandated FINANCING OF PUBLIC Choice/Parental Option Plans EDUCATION A-34. School Restructuring A-14. Financial Support of Public A-35. Media Utilization Education A-36. Community Education A-15. Federal Financial Support for A-37. Rural Education Education A-38. Urban Development A-16. Financial Support for A-39. U.S. Federal Schools Postsecondary Education A-17. Higher Education Research and B. ADVANCE THE CAUSE OF Public Study Grants EDUCATION FOR ALL INDIVIDUALS A-18. Financial Crisis A-19. Public Education/National LIFELONG LEARNING Defense B-1. Early Childhood Education

181 Resolutions

B-2. Independent Reading Skills SPECIFIC PROGRAMS FOR B-3. Middle School and Junior High INDIVIDUALS School Programs B-24. Alternative Programs for At-Risk B-4. Color Vision Deficient Students and/or Students With Special B-5. High School Diploma/ Needs Equivalency B-25. Gifted, Talented, and Creative B-6. Adult Education Students B-7. Higher Education B-26. Educational Programs for English Language Learners EDUCATIONAL EQUITY B-27. Speakers of Nonstandard English B-8. Class Size B-28. Education for All Students with B-9. Diversity Disabilities B-10. Racial Diversity Within Student B-29. Educational Programs for Populations Adolescent Parents B-11. Racism, Sexism, Sexual B-30. Homebound Instruction Orientation, and Gender B-31. Correspondence Programs Identification Discrimination B-32. Youth and Adult Training B-12. American Indian/Alaska Native Programs Education B-33. Education Through Service B-13. Hispanic Education Learning and Community Service B-14. Asian and Pacific Islander Education CURRICULUM CONTENT B-15. Black American Education B-34. Junior Reserve Officer Training B-16. Discriminatory Academic Corps Tracking B-35. Multicultural Education B-17. Equal Opportunities Through B-36. Global Education Mathematics and Science B-37. Multiple World Language Education Education B-18. Left-Handed Students B-38. School-to-Work/Career Education B-19. Student Peer Mentoring Programs B-39. Vocational, Career, and Technical B-20. Education of Refugee and Education Undocumented Children and B-40. Vocational, Career, and Technical Children of Undocumented Student Organizations Immigrants B-41. Fine Arts Education B-21. Education of Migrants B-42. Physical Education B-22. Communication Between B-43. Family and Consumer Sciences Educators and Non-English Education Speaking Parents, Guardians, and B-44. Family Life Education Caregivers B-45. Environmental Education B-23. Equity for Incarcerated Persons B-46. Science Education

182 Resolutions

B-47. Sex Education C. PROMOTE THE HEALTH AND B-48. HIV/AIDS Education WELFARE OF CHILDREN AND/OR B-49. Lifesaving Techniques STUDENTS B-50. Democracy and Citizenship Education HEALTH, WELFARE, SAFETY B-51. Labor Movement Education C-1. Health Care for All Children B-52. Metric System C-2. Nutrition B-53. Accurate United States and World C-3. Substance Abuse Maps C-4. Tobacco Products B-54. Driver Education C-5. Family Stability for Children B-55. Education on Peace and C-6. Dependent Children of Military International Understanding Personnel B-56. Genocide C-7. Child Care B-57. The Holocaust C-8. Community Violence C-9. Family/Domestic Violence LEARNING ISSUES NOT RELATED C-10. Standards for Family/Domestic TO SPECIFIC DISCIPLINES Crisis Care B-58. Homework C-11. Child Abuse, Neglect, and B-59. Discipline Exploitation B-60. Conflict Resolution Education C-12. Out-of-Home Placement of B-61. Standards for Student Learning Juveniles B-62. Assessment of Student Learning C-13. Protection of Infants with B-63. Standardized Testing of Students Disabilities B-64. Student Assessment Programs in C-14. Child Support Payments Higher Education C-15. Extremist Groups B-65. School Library Media Programs C-16. Telephone and the Internet B-66. Media C-17. School Facilities: Design, B-67. Technology in the Educational Construction, and Function Process C-18. Environmentally Safe Schools B-68. Cell Phones and Personal C-19. Programs Before and After School Communication Devices in C-20. Prevention of Child Abduction Schools C-21. Missing Children B-69. Internet Access C-22. School Transportation B-70. Distance Education C-23. Comprehensive School Health, B-71. Communication Between Hearing Social, and Psychological and Deaf/Hard of Hearing People Programs and Services B-72. Credit-Hour Evaluation C-24. School Guidance and Counseling B-73. Transfer of Student Records Programs B-74. Classroom Use of Animals C-25. Student Stress and Anger B-75. Home Schooling

183 Resolutions

C-26. Safe and Orderly School Climates D-3. Teacher Preparation for Education and Communities Support Professionals C-27. Student Sexual Orientation and D-4. Teacher Preparation Programs: Gender Identification Admissions C-28. Suicide Prevention Programs D-5. Teacher Preparation Programs: C-29. Youth Camp Safety Affiliate Participation D-6. Teacher Preparation Programs: STUDENT RIGHTS/CONCERNS Content and Evaluation C-30. Student Rights and D-7. Teacher Preparation Programs: Responsibilities Clinical Practice C-31. Drug and Alcohol Testing of D-8. Hiring Policies and Practices for Students Teaching Positions C-32. HIV/AIDS Testing of Students D-9. Teacher Induction C-33. Optimizing Students’ Time To D-10. Mentor Programs Learn D-11. Peer Assistance Programs and C-34. Media, Games, Products, and Peer Assistance and Review Children Programs C-35. Impact of Homelessness and D-12. Administrator Preparation Poverty on Children and Youth APPROPRIATE STAFFING EQUAL ACCESS D-13. Supervision of Extracurricular C-36. Placement of Students with HIV/ Activities AIDS C-37. Extracurricular Participation PROFESSIONAL DEVELOPMENT C-38. Gender Equity in Athletic D-14. Professional Development for Programs Teachers and Administrators C-39. Reduction of Gang-Related Crime D-15. Professional Development for C-40. Juvenile Offenders Education Support Professionals C-41. Advertising of Alcoholic D-16. Professional Development Beverages and/or Tobacco Resource Centers Products COMPETENCY D. PROMOTE PROFESSIONAL D-17. Professional Development EXCELLENCE AMONG EDUCATORS in Behavior Management, Discipline, Order, and Safety PROFESSIONAL PREPARATION D-18. Neurological Disorder Awareness D-1. The Teaching Profession D-19. Teacher Exchange Programs D-2. Teacher Preparation Programs: D-20. Education Employee Evaluation Recruitment D-21. Competency Testing of Licensed Teachers

184 Resolutions

D-22. Evaluation and Promotion in F. PROTECT THE RIGHTS OF Higher Education EDUCATION EMPLOYEES AND D-23. Promote the Retention of Career ADVANCE THEIR INTERESTS AND Educators WELFARE

E. GAIN RECOGNITION OF THE PAY EQUITY/COMPARABLE BASIC IMPORTANCE OF THE WORTH TEACHER IN THE LEARNING F-1. Nondiscriminatory Personnel PROCESS AND OTHER EMPLOYEES Policies/Affirmative Action IN THE EDUCATIONAL EFFORT F-2. Pay Equity/Comparable Worth F-3. Uniform Compensation ACADEMIC FREEDOM F-4. Tax Deductions for Professional E-1. Instructional Excellence Expenses E-2. Time To Teach E-3. Selection and Challenges of COLLECTIVE BARGAINING Materials and Teaching PROCESS Techniques F-5. Collective Bargaining Rights E-4. Development of Curriculum F-6. Collective Bargaining and E-5. Development of Materials Grievance Procedures E-6. Cultural Diversity in Instructional F-7. Strikes Materials and Activities E-7. Women in Instructional Materials BARGAINING ISSUES E-8. Religious Heritage in Instructional F-8. Basic Contract Standards Materials F-9. Salaries and Other Compensation E-9. Impact of Federal and State F-10. Minimum Criteria for Additional Legislative Mandates Compensation Beyond the Single E-10. Academic and Professional Salary Schedule Freedom F-11. Benefits E-11. Professional Discretion in the F-12. Faculty Reward Structures in Classroom Higher Education E-12. Intellectual Property and Access F-13. Economic Welfare to Copyrighted Materials F-14. Constitutional and Civil Rights— E-13. Support Professionals in the Employment Protection Education Process F-15. Continuing Employment and Fair Dismissal Practices F-16. Reduction in Force F-17. Mandated Training/Retraining F-18. Protection of Education Employees F-19. Personnel Policies and Procedures

185 Resolutions

F-20. Site-Based Decision Making F-42. Hepatitis Vaccinations F-21. Faculty-Staff Governance in F-43. Health Care Issues Awareness Higher Education F-44. Color Vision Deficient Employees F-22. Job Sharing F-45. Stress Management and Wellness F-23. Intern Programs Programs F-24. Student Workers in Educational F-46. Medication and Medical Services Institutions in Schools F-25. Education Support Professionals F-47. School Nurses in the Classroom F-48. Save Harmless/Education F-26. Summer School, Alternative Employee Liability Calendars, Extended School Day/ F-49. Protection of Individuals in Year, and Year-Round Schools Clinical Practice Programs F-50. Transportation Liability Insurance PROTECTION OF EDUCATION F-51. Part-Time or Temporary EMPLOYEES Education Employees F-27. Members Injured on the Job F-52. Volunteers in Public Schools F-28. Unemployment/Disability F-53. Substitute Teachers Compensation F-54. Substitute Education Support F-29. Subcontracting/Contracting Out Professionals F-30. Confidentiality of Employee F-55. Education Employees and Active Records Duty Service F-31. Right to Privacy for Education F-56. Employment in Federal Schools Employees F-57. Education in Correctional and F-32. Privileged Communications Rehabilitation Agencies F-33. Protection of Education Employee Advocates RETIREMENT/SOCIAL SECURITY F-34. Protection of Education F-58. Retirement Employees from Age Harassment F-59. Investment of Retirement System F-35. Protection of Education Assets and Protection of Earned Employees from Harassment Benefits Because of a Disability F-60. Social Security F-36. Employee Rights Pending Court F-61. Medicare Action F-37. Allegations Against Education G. SECURE PROFESSIONAL Employees AUTONOMY F-38. Health Examinations F-39. Drug and Alcohol Testing PROFESSIONAL STANDARDS, F-40. HIV/AIDS Testing of Education CERTIFICATION, LICENSURE Employees G-1. State Professional Standards F-41. Employees with HIV/AIDS Boards

186 Resolutions

G-2. National Certification I-7. Nuclear Facilities, Radioactive/ G-3. Licensure Chemical Pollutants, and Waste Incineration ACCREDITATION I-8. Global Environmental Restoration G-4. Accreditation in Higher Education I-9. International Consumer Protection G-5. Accreditation of Teacher Preparation Institutions HUMAN AND CIVIL RIGHTS I-10. Human Rights H. UNITE EDUCATION EMPLOYEES I-11. Civil Rights FOR EFFECTIVE CITIZENSHIP I-12. Human and Civil Rights of Children and Youth CITIZENSHIP RIGHTS I-13. Family Planning H-1. The Education Employee as a I-14. The Right To Organize Citizen I-15. Displaced Workers H-2. The Right To Know I-16. Use of Union-Made Products and H-3. The Right To Vote Services H-4. U.S. Constitutional Convention I-17. Migrant Workers H-5. Member Involvement in I-18. Immigration Community Organizations I-19. Housing and Health Care for All H-6. Participation in Professional I-20. Fair Housing Associations I-21. Invasion of Privacy H-7. National Health Care Policy I-22. Freedom of Creative Expression H-8. Energy Programs I-23. Violence Against Women and H-9. Environmental Responsibility Girls Worldwide H-10. Historic Preservation I-24. Sexual Assault H-11. Statehood for the District of I-25. Human Relations in the School Columbia I-26. Bullying I-27. Martin Luther King, Jr. Day I. PROMOTE AND PROTECT I-28. Freedom of Religion HUMAN AND CIVIL RIGHTS I-29. Gun-Free Schools and the Regulation of Deadly Weapons INTERNATIONAL RIGHTS I-30. Victims of a Crime I-1. Peace and International Relations I-31. Military Veterans I-2. International Court of Justice I-32. Veterans Day I-3. International Criminal Court I-33. Traffic Safety I-4. World Hunger I-34. Federal and State Support for I-5. Covert Operations and Public Welfare Counterintelligence Activities I-6. Nuclear Freeze/Cessation

187 Resolutions

RIGHTS OF SPECIFIC GROUPS INTEGRATION AND I-35. Protection of Senior Citizens DESEGREGATION I-36. People Living with HIV/AIDS I-55. Integration in the Public Schools I-37. Disabilities Awareness I-56. Ethnic-Minority Educators I-38. Accessibility for Persons with Disabilities J. OBTAIN FOR ITS MEMBERS THE I-39. Protection of Persons with Mental BENEFITS OF AN INDEPENDENT, Disabilities UNITED EDUCATION PROFESSION I-40. Care of the Mentally Ill STRONG EFFECTIVE OPPOSITION TO ALL FORMS OF ASSOCIATIONS/AFFILIATES DISCRIMINATION J-1. Strong Professional Associatio I-41. Elimination of Discrimination J-2. Supporting Locals in Jeopardy I-42. Discrimination by Organizations I-43. Institutional Discrimination MEMBERSHIP PARTICIPATION I-44. Use of Prejudicial Terms and J-3. Membership Participation in the Symbols Association I-45. Hate-Motivated Violence J-4. Minority Participation in the I-46. Violence Against and Exploitation Association of Asians/Pacific Islanders J-5. Student Member Participation I-47. Internment/Containment Policies J-6. Retired Member Participation I-48. Reparation of Native American J-7. Promotion of Teaching as a Career Remains Choice I-49. Linguistic Diversity I-50. Inclusive Medical Studies GLOBAL EDUCATION I-51. Sexual Harassment PROFESSION I-52. Equal Opportunity for Women J-8. Universal Education Employee I-53. Personal Relationships in Higher Rights Education J-9. Organizations of Other Nations I-54. Businesses Owned by Minorities and/or Women

188 NEA Resolutions 2006–2007

A. SERVE AS THE NATIONAL VOICE social, political, and religious differences FOR EDUCATION i. Use leisure time effectively and develop sound physical health habits PUBLIC PERCEPTIONS OF j. Develop skills in and/or an appre- EDUCATION ciation for the practical/vocational and fine arts. A-1. Public Education The Association believes that its mem- The National Education Association bers should support public education by believes that public educational oppor- sending their children to public educa- tunities for every American must be pre- tional institutions. (1969, 1998) served and strengthened. The Association also believes that pub- A-2. Educational Opportunity for All lic education is the cornerstone of our so- The National Education Association cial, economic, and political structure and believes that each student has the right is of utmost significance in the develop- to a free public education that should be ment of our moral, ethical, spiritual, and suited to the needs of the individual and cultural values. The Association further guaranteed by state constitutions and the believes that each state must maintain a United States Constitution. Education is system of public education that prepares a lifelong process, and public education its citizens to— serves a constituency that embraces all a. Achieve functional proficiency in age groups. Access to and opportunities English, with emphasis on the develop- for postsecondary education should be ment of basic reading, writing, speaking, widely available, and no qualified student and listening skills should be denied such opportunities be- b. Compute effectively to procure cause of financial considerations. and/or dispense services and materials The Association also believes that all c. Use critical thinking, creative schools must be accredited under uniform thinking, and problem-solving skills standards established by the appropriate d. Exercise attitudes of good citizen- agencies in collaboration with the Asso- ship, societal productivity, and global ciation and its affiliates and that the ac- awareness creditation process must provide sufficient e. Care for the environment flexibility to enable individual schools to f. Appreciate the aesthetic and moral achieve educational excellence and respond qualities of life to the needs of their students and commu- g. Formulate values that lead to con- nity. The development of a periodic review tinual growth and self-fulfillment of locally established programs should h. Recognize and appreciate cultural, involve community members, parents/

189 Resolutions guardians, students, teachers, and educa- A-4. Parental Involvement tion support professionals. The Associa- The National Education Association tion further believes that individuals, at believes that a community engaged in the their expense, should be free to choose, to life of its public schools is paramount to supplement, or to substitute education in the future of public education. The As- privately supported, nonsegregated, non- sociation also believes that a strong part- public schools. nership must be formed among parents/ The Association believes tax-exempt guardians, schools, the Association, and status should be denied to those institu- the community to address the mutual in- tions whose policies and/or practices terests of the entire community. prevent the integration of the institutions. The Association further believes that (1969, 2006) parents/guardians who are active participants in the education of their children A-3. Understanding and Support of increase the likelihood of the achieve- Public Education ment of educational excellence. Parents/ The National Education Association guardians, teachers, other education em- recognizes its responsibility to promote ployees, school board members, and the an understanding of the history and con- community must set high expectations for tinuing importance of public education student behavior and academic success and to support public education and pub- and provide the encouragement and sup- lic education employees. The Association port for each student to achieve his or her encourages wide community and parental full potential. participation in achieving and maintain- The Association believes that innova- ing educational excellence. The Associa- tive programs should be developed and tion believes that school boards and other resources committed to promote and in- stakeholders also have a responsibility to crease family and community involve- promote public understanding of the im- ment in public schools and to promote portance of public schools. and increase the involvement of education The Association also believes that the employees in the community. The Asso- success of our nation depends upon high ciation encourages its affiliates to work standards of educational excellence. The collaboratively with the community in Association supports a positive school establishing such programs and finding environment, excellence in teaching, the resources necessary to make the pro- high standards for student behavior and grams successful. achievement, and extensive parental in- The Association also believes that par- volvement. The Association also recog- ents/guardians should be encouraged to nizes its responsibility to promote excel- visit their children’s schools and commu- lence in public education and supports nicate with their children’s teachers and efforts to improve it. (1969, 2000) other education employees with whom the children have daily contact. The

190 Resolutions

Association further believes that parents/ A-7. U.S. Department of Education guardians, students, community mem- The National Education Association bers, teachers, other education employ- believes that the U.S. Department of ees, and school board members should Education must be a viable force for the promote the successes of the collabora- maintenance and improvement of public tion between the school and the commu- education in the United States. The As- nity. (2001, 2002) sociation also believes that Association members must be fully involved in estab- A-5. American Education Week lishing goals and planning programs with The National Education Association the Department. believes that American Education Week The Association further believes that is an important observance during which internal and external attempts to disman- positive attention should be focused on tle and to erode the effectiveness of the the contributions of public education and Department of Education through the fed- education employees. (1997, 2006) eral budgetary process are detrimental to the public interest. (1980, 1988) A-6. Excellence in Education The National Education Association A-8. Appointments by the President believes that continued success of the of the United States United States as a participatory democ- The National Education Association racy and as a world leader is dependent believes that the need for quality educa- upon a shared national, state, community, tion demands that criteria for presidential and individual commitment to excel- appointments in the field of education lence in education. The Association also shall include a commitment to public edu- believes that excellence in education re- cation and significant contributions to the quires that students achieve mastery of education community. Education employ- learning so that they have the ability to ees should be included in such appoint- use what has been taught and have comments. (1970, 1990) mand of subjects sufficient for problem solving, decision making, and further A-9. Business Support for Public educational growth. The Association Education supports high standards for teaching and The National Education Association learning in which the student becomes an believes that the business community and active participant in the mastery process. the Association should work cooperative- The Association further believes that ly in promoting, planning, implementing, sufficient resources, interventions, and and evaluating school-community-busi- program alternatives must be provided ness partnerships in the support of public for the proper placement of each student. education. (1983, 2004) The Association welcomes from the business community supplementary

191 Resolutions activities such as cooperative programs, The Association further believes that pro- resource assistance, release of employees visions should be made for parents/guard- for parent-teacher conferences, funding ians of students who are attending school for scholarships, and the donation of spe- in a district other than their home district cialized equipment. as part of a court-ordered interdistrict The Association also believes that the busing plan to have substantive influence use of programs that involve the market- on board actions and policies. ing of and/or the promoting of products The Association believes that student that exploit students and/or institutions participation in a school board’s delib- should be prevented. (1984, 1996) erative process should be encouraged; however, student input in the voting pro- A-10. School Boards cess should be advisory only. Wherever a The National Education Association school board includes student members, believes that it is the responsibility of the Association also believes that the stu- school boards to provide a quality educa- dent members should be excluded from tion to each student within a school dis- participating in discussions, receiving trict. The Association also believes that information, and voting on issues dealing school boards must provide resources and with education employees and items con- support so that each school in a district tained in negotiated agreements. meets standards for educational excel- The Association further believes that lence. The Association further believes school board meetings must be held at that school boards must promote public times and places that allow education em- understanding of the importance of public ployees, local affiliates, and the commu- education and the schools and programs nity to participate in educational decision within their school districts. making. (1980, 2006) The Association believes that the composition of school boards must be rep- A-11. Use of Closed Public School resentative of the population within the Buildings school district, including minority groups; The National Education Association that board members must be elected by believes that closed public school build- the voters in the school district; and that ings that have been deemed safe can be board members must be elected from rep- used effectively for public preschool, day resentative districts. The Association op- care, job training, and adult education poses federal, state, and local takeovers of centers. The Association also believes public schools, public school districts, and that closed public school buildings should their governing boards. The Association be sold or leased only to those organiza- also believes that the closing of schools tions that do not provide direct educa- by school boards to avoid legislative cor- tional services to students and/or are not rective action is not in the best interest of in direct competition with public schools. students, parents, or school employees. (1982, 2000)

192 Resolutions

A-12. Black Higher Education school, district, state, and national levels Institutions share the responsibility for establishing The National Education Association clear goals, adopting high standards for recognizes that historically Black insti- student achievement, establishing mul- tutions of higher education have played tiple measures of student success, and a vital role in helping Americans in their providing adequate and equitable funding efforts toward building a truly pluralistic and support systems. society. The Association further believes that a The Association believes that the pro- school accountability system must— grams of historically Black institutions a. Promote educational excellence should continue to be reviewed and up- b. Ensure the alignment of standards, dated so that they will maintain diverse assessments, and curricula and quality faculties and student bodies. c. Balance its focus on school context, The Association urges its affiliates to process, and student performance be in the forefront of all efforts that seek d. Set high standards for student learn- to support, maintain, and promote these ing, levels of support by each stakeholder, invaluable institutions, their programs, and clearly defined goals for the school as and their full participation in the main- a unit stream of education. The Association e. Provide for the development and also believes that closing, downgrading, implementation of a valid methodology or merging historically Black institutions for use as an assessment tool to deter- would not be in the best interest of the mine the required funding necessary to educational community. (1980, 1995) enable all students to achieve educational excellence A-13. School Accountability f. Provide professional development The National Education Association for all education employees prior to im- supports effective and fair school ac- plementation of the system countability systems. The Association g. Use multiple assessment tools and believes that these systems must promote sources of data that are meaningful, rel- high levels of student achievement that evant, valid, and reliable reflect meaningful, high quality learning h. Include necessary accommoda- and ensure that the best teaching prac- tions and modifications to maximize the tices are supported and utilized. The As- success of all students sociation also believes that the focus of i. Include measures to improve school the accountability system must be on the accountability school, not on individual stakeholders, as j. Identify how the school as a unit the unit for evaluation and improvement achieves its goals of student learning. Development and im- k. Identify the quality, quantity, and plementation of the accountability system impact of support provided by each stake- must ensure that the stakeholders at the holder

193 Resolutions

l. Identify and address the internal to achieve educational excellence. Such an and external factors that impact student education requires adequate and equitable learning and development funding from public tax sources for schools m. Provide for the timely dissemination to obtain the resources (e.g., personnel, of assessment results to all stakeholders programs, materials, buildings, and tech- n. Be applied in a fair and equitable nology) to meet the needs of all students. manner The Association also believes that— o. Include periodic evaluation and a. An increasing portion of public modification of the system funds should be for direct instruction of p. Provide for the development of a students. school improvement plan. b. The amount of aid must be gener- The Association believes that the ally predictable for long-range planning school improvement process must, as a and specifically predictable for year-to- minimum— year planning. a. Involve all school staff as active c. Present programs of specific aid partners in the development of the plan must be expanded and improved by con- b. Provide the additional funding, re- solidation and simplification of adminis- sources, and assistance necessary to ac- tration. complish the plan d. Tax revision favorable to public c. Identify the responsibilities of each education should be encouraged and con- stakeholder—students, education em- tinually reviewed at every governmental ployees, parents/guardians, community level. members, government, policymakers, e. Local governing boards must be social agencies, and taxpayers—in the fiscally independent, and restrictive limits implementation of the plan must not be imposed on their budgets or d. Provide time for planning, imple- long-term borrowing. mentation, and reassessment f. The state and local share of finance e. Be consistent with education em- must be derived from a tax system that is ployees’ rights and responsibilities as set balanced and complementary in nature, forth in laws, contracts, policies, and/or includes all broad-based taxes, reduces local agreement processes. (1971, 2005) the excessive reliance on property taxes, and protects subsistence income. FINANCING OF PUBLIC EDUCATION g. Provisions must be made for research, development, implementation, A-14. Financial Support of Public continuation, and improvement in educa- Education tion practices. Funding must be included The National Education Association for resources such as personnel, time for believes that every state should ensure its staff planning, training and professional students a quality education by providing development, facilities, equipment, and the funding needed to enable all students materials.

194 Resolutions

h. State and federal mandates affect- identification stereotypes and/or biases. ing public education programs must be o. Public funds must not be expended accompanied by adequate and equitable in institutions where either specific pro- funding. grams or the institution has been found i. School trust lands must be admin- guilty of discrimination. istered with the generation of funds for p. Categorical funding must be as- public education as a primary goal and in sured in areas such as special education, a manner that ensures the sustainable use bilingual/English as a second language, of those lands by current and future gen- class size reduction, and the economi- erations. State school trust funds should cally/educationally disadvantaged. be fairly compensated by the federal gov- q. Any institution, agency, or individ- ernment for school trust lands included in ual receiving financial aid from federal, national parks, monuments, or wilderness state, or local governments must adhere areas. to all applicable state and federal laws, j. Efforts should be made at the state rules, and regulations. and federal levels to ensure stable, ad- r. Full-day, every day kindergarten equate, and equitable funding of public programs should be fully funded. schools historically receiving revenues de- s. Federal, state, and, as appropri- rived from state and federal lands and natu- ate, local governments should provide ral resources. These efforts should include, funds sufficient to make pre-kindergarten but not be limited to, ensuring the sustain- available for all three- and four-year-old able use of these public lands and resources children. by current and future generations. t. It is inappropriate to support the ed- k. Additional funding must be pro- ucational programs of a public school by vided to cover the cost of achieving the the sale of non-nutritious foods and bever- goals of raising student performance, ages to students during the school day. implementing new programs, and raising u. Public funds should be based on standards of student learning. student enrollment rather than student at- l. Funding should be greater for stu- tendance. dents facing social, economic, and/or The Association opposes providing education challenges. any public revenues to pre-K through 12 m. Funds must be provided for pro- schools for sectarian instruction. The As- grams to alleviate race, gender, and sociation also opposes providing such rev- sexual orientation discrimination and to enues to sectarian and nonsectarian pre-K eliminate portrayal of race, gender, sex- through 12 private schools or to nonpublic ual orientation, and gender identification school students in pre-K through 12 edu- stereotypes in the public schools. cation, unless such revenues are used for n. Public funds must not be expended educational services that are not available for any materials used to promote race, in public schools to which students have gender, or sexual orientation and gender reasonable access. (1997, 2006)

195 Resolutions

A-15. Federal Financial Support for along with the mandatory full funding of Education mandated federal programs. The National Education Association b. Federal education funding is clear believes that the federal government has and identifiable within the federal bud- a legitimate and proper concern and re- get. sponsibility for the quality of public edu- c. Federally funded instructional pro- cation provided to its citizens. grams have maximum teacher involve- The federal government should— ment in their development at the federal a. Ensure equity and adequacy of ed- level and must be implemented at the lo- ucational opportunity for all cal level only after the involvement and b. Collect basic data to be used in approval of the recognized bargaining public schools and to engage in research, agent or local affiliate. development, and consultation activities d. Advisory committees for federally that support quality state and local educa- funded programs reflect the ethnic make- tion programs up of local communities and maintain a c. Grant supplemental aid to states gender balance to ensure accountability that are not able to raise adequate funds and equity. Parents/guardians, students, to provide all students with a high-quality and educators should be included as mem- education and to provide funding to sup- bers of these committees. port state and local government efforts in e. The amount of aid is generally pursuit of national interests in public edu- predictable for long-range planning and cation. specifically predictable for year-to-year Therefore, federal funding formulas planning. should reflect the most current, accurate f. Federal legislation complies with accounting of the public school popula- civil rights statutes and is consistent with tion; measurements of poverty; and the the constitutional provision respecting the state’s ability to raise adequate funds. The establishment of religion and provides for Association also believes that funding for judicial review as to its constitutionality. federal programs should be substantially g. Categorical funding is assured in increased, not merely redistributed among areas such as special education, bilin- states or other federal initiatives. gual/English as a second language, and The Association further believes that the economically/educationally disad- there should be federal support for educa- vantaged. tion whereby: The Association believes that federal a. The federal government assumes monies budgeted for pre-K through 12 ed- a full partnership role with local school ucation must be equitably and adequately districts by providing significant levels expended for public education at the of federal funding for elementary and pre-K through 12 level. The Association secondary education through a program opposes any federal legislation, laws, or of general aid and categorical assistance regulations that provide funds, goods, or

196 Resolutions services to sectarian schools. The Associ- private sectors should provide research ation also opposes providing such funds, and study grants to higher education fac- goods, or services to nonsectarian private ulties in all academic areas. Such grants schools or nonpublic school students in should be awarded on the basis of merit pre-K through 12 education, unless those without discrimination. The dissemina- funds, goods, or services are used for tion of grants should not be used to influ- educational services that are not available ence university decisions and policies. in public schools to which students have The Association also believes that reasonable access. The Association con- the process of study and research grants demns and deplores federal policies and provided should influence neither under- programs that serve to undermine Amer- graduate nor graduate curricula until such ica’s historical commitment to free public time as the research is completed and sys- education. (1983, 2006) tematically integrated into the curricula. The Association further believes that A-16. Financial Support for our national economic well-being is de- Postsecondary Education pendent upon the expansion of the highest The National Education Association quality research and training in our pro- supports the maintenance and expansion fessional and graduate schools as well as of funding for postsecondary education, the recruitment and training of a diverse including programs of institutional and and highly skilled workforce. scholar support, research grants, support The Association believes that academ- for the historically Black and develop- ic freedom applies to research and the ing institutions, and student financial dissemination of research results. (1985, assistance to assure access and choice 2001) for all qualified students—regardless of personal financial means—who wish to A-18. Financial Crisis pursue postsecondary education. The As- The National Education Association sociation believes that student need, as believes that free public education is in well as enrollment, should be a criterion a financial crisis. The Association seeks for funding postsecondary education. The to maintain and expand educational pro- Association also believes that need-based grams for students by seeking adequate student financial assistance should be and equitable public and legislative fi- available through all postsecondary edu- nancial support. The Association also cation institutions as well as governmen- believes that quality education requires tal agencies. (1986, 1998) adequate personnel, teaching materials, and supplies as priorities to be considered A-17. Higher Education Research in the event of financial crisis. and Study Grants The Association opposes the establish- The National Education Association ment of ad hoc classrooms in the event of believes that both the governmental and school closures. (1975, 2002)

197 Resolutions

A-19. Public Education/National A-21. Educational/Economic Defense Stability of States The National Education Association The National Education Association believes that maintenance of a strong believes that the educational well-being system of public education is paramount of the country depends upon the econom- to maintaining a strong U.S. national de- ic health of each of the regions, states, and fense. Whenever there is a redirection of localities. resources from military purposes, the As- The Association supports efforts to al- sociation supports a policy of economic leviate the effects of unemployment and conversion to facilitate the orderly redi- supports retraining and appropriate job- rection of such resources to alternative creation legislation. civilian uses, including education. (1985, The Association also supports efforts 1997) to correct policies that contribute to the particular economic difficulties of in- A-20. Federal Impact Aid dividual regions, states, and localities. The National Education Association (1981, 1993) supports funding to maintain quality education for students in school districts im- A-22. Tax Reform pacted by federal policies, lands, activi- The National Education Association ties, and installations. A financial crisis supports tax reform and believes that it exists in many impacted areas because of should— insufficient, temporary, year-to-year ap- a. Increase tax fairness and raise rev- propriations. enue necessary to finance quality public The Association urges a permanent education and other public services solution to the financial problems of se- b. Prevent excessive reliance on prop- verely impacted school districts, ensuring erty tax or any other single tax federal support at least to the degree that c. Reflect the findings of comprehen- their local revenues are impaired or their sive studies of the total individual and costs increased. corporate tax burden The Association endorses the concept d. Assure a tax burden distribution of a national payments-in-lieu-of-taxes that reflects the ability to pay and that program. This endorsement does not af- safeguards family subsistence fect the Association’s continued support e. Assure that statewide uniformity in of current impact aid programs. The es- property tax effort be required tablishment of any payments-in-lieu pro- f. Provide for increased local and gram shall not adversely affect any local- state funding of public education ity currently receiving impact aid. (1970, g. Not be used to place arbitrary max- 1994) imum limits on any state or local government’s ability to spend or tax, particularly since such limits have a negative impact

198 Resolutions on the full funding of schools or maintaining racial segregation in the h. Eliminate tax laws and rulings that public schools are harmful to education employees and f. Has not been agreed to by the af- educational needs. (1978, 1996) fected affiliate. (2000)

A-23. Privatization and A-24. Voucher Plans and Tuition Subcontracting Programs† Tax Credits The National Education Association The National Education Association believes in promoting the importance of believes that voucher plans, tuition tax quality public education, the principle credits, or other funding/financial ar- of separation of church and state, the rangements that use tax monies to subsi- economic security of public education dize pre-K through 12 private school edu- employees, and racial integration in the cation can undermine public education; public schools. reduce the support needed to fund public The Association opposes any priva- education adequately; cause racial, eco- tization or subcontracting arrangement nomic, and social segregation of students; that— and threaten the constitutional separation a. Has the potential to reduce the re- of church and state that has been a corner- sources that otherwise would be available stone of American democracy. to achieve and/or maintain a system of The Association opposes voucher quality public education or the potential plans, tuition tax credits, or other such to otherwise negatively impact on public funding arrangements that pay for students education to attend sectarian schools. The Associa- b. Allows public funds to be used for tion also opposes any such arrangements religious education or other religious pur- that pay for students to attend nonsectar- poses or that otherwise weakens the wall ian pre-K through 12 private schools in of separation between church and state order to obtain educational services that c. Places the economic security of are available to them in public schools to public education employees at risk, with- which they have reasonable access. out regard to individual job performance, The Association also believes that any so that the services in question can be per- private school or agency that receives formed by private sector employees public funding through voucher plans, d. Replaces services that are, or tax credits, or other funding/financial ar- could feasibly be, provided by the public rangements must be subject to all account- schools ability measures and regulations required e. Has the purpose or effect of causing of public schools. (1970, 2003)

A-25. Deleterious Programs † See the Policy Statement on Privatization and Subcontracting adopted by the 2000 Representa- The National Education Associa- tive Assembly. tion believes that tax credit programs,

199 Resolutions management-by-objective systems, block programs that will enhance the approved grants, and revenue sharing programs school curriculum. LEFs are nonprofit or- have at times been implemented in ways ganizations whose boards represent local that are harmful to public education. The community and education leaders. Each Association also believes that such pro- LEF is unique in its operation with the grams should be monitored to prevent purpose of generating resources for local such abuses. (1974, 2000) public education programs. The Association also believes that A-26. For-Profit Schools LEFs should be separate from the local The National Education Association board of education and district adminis- believes that there is an inherent conflict tration, and must not supplant local bud- between serving the needs of children and gets. The Association further believes that serving the needs of stockholders in an ed- education employees in positions within ucational setting. The Association there- an LEF-funded program must be a part of fore opposes education for profit. (2000) an existing collective bargaining unit, or in nonbargaining jurisdictions, must be sub- A-27. Funding for Extracurricular ject to the existing legislation, employer Programs policy, and/or other sources that establish The National Education Association the terms and conditions of employment. believes that every public school student The Association believes that LEFs must have an opportunity to participate in should grant awards to education employ- school-sanctioned and funded extracur- ees in a fair, equitable, and nondiscrimi- ricular programs. natory process. LEFs should establish, The Association urges that equi- publish, and implement clear guidelines table funds for transportation, facilities, for granting awards. equipment, and remuneration of staff be The Association believes that educa- provided for all school-sanctioned extra- tion employees included in LEF grant pro- curricular activities. Funding should be grams must be protected from reproach equitably distributed between athletic and by school and/or community members. nonathletic extracurricular activities. The (2006) Association also believes that extracurricular fundraising is not an acceptable QUALITY EDUCATION substitute for district funding of extracurricular activities. (1975, 2001) A-29. Educational Bureaucracy The National Education Association A-28. Local Education Foundations believes that expanding the educational The National Education Association bureaucracy severely limits optimal class- believes that local education foundations room instruction. Affiliates should work (LEFs) can strengthen the educational ob- toward a teacher-led educational system jectives of a school system by supporting that will reduce bureaucracy. (1977, 1996)

200 Resolutions

A-30. Improving and Maintaining cated in mainstream public schools, these Educational Facilities schools may be agents for positive change. The National Education Association The Association also believes that, when believes that many educational facilities concepts such as charter schools and are in a state of decay, neglect, and/or other nontraditional school options are deterioration. The Association supports proposed, affected public education em- funding to modernize, expand, replace, ployees should be directly involved in the and/or maintain these facilities in order design, implementation, and governance to provide a safe, healthy, and effective of these programs. teaching and learning environment for The Association further believes that students and education employees. plans should not negatively impact the The Association also believes that regular public school program and must the community, parents/guardians, stu- include adequate safeguards covering dents, and education employees must be contract and employment provisions for effectively involved in the development all employees, voluntary participation, of plans to modernize, expand, and/or re- health and safety standards for all stu- place facilities. dents and employees, nondiscrimination The Association further believes that and equal educational opportunity, staff- preventive maintenance in all facilities is ing by licensed education professionals, equally important in achieving this goal. and financial responsibility. (1969, 2003) The Association believes that programs must be adequately funded, must A-31. Acceptable Charter Schools comply with all standards for academic and Other Nontraditional Public assessment applicable to regular public School Options† schools, must include start-up resources, The National Education Association must not divert current funds from the supports innovation in public education. regular public school programs, and must The Association believes that acceptable contain appropriate procedures for regu- charter schools, which comply with Asso- lar periodic assessment and evaluation, as ciation criteria, and other nontraditional well as adequate attendance and record public school options have the potential to keeping procedures. facilitate reforms, such as decentralized The granting of charters should be and shared decision making, diversity in consistent with the following principles: educational offerings, and the removal of a. Charter schools should serve as onerous administrative requirements. By a laboratory for field-testing curricular developing new and creative methods of and instructional innovations and/or to teaching and learning that can be repli- provide educational opportunities for students who cannot adequately be served in † See the Policy Statement on Charter Schools mainstream public schools. adopted by the 2001 Representative Assembly.

201 Resolutions

b. Charter school programs must be program than its predecessor. This as- qualitatively different from what is avail- surance should be especially vigorous in able in mainstream public schools and not the case of schools with prior religious just an avenue for parental choice. affiliation. c. Local school boards should be the k. Charters should be granted for a only entity that can grant or renew charter limited period with five years being the applications. norm. d. The criteria for granting a charter l. Charter schools should be moni- should include a description of clear ob- tored on a continuing basis and the char- jectives, missions, and goals. Renewal ter should be subject to modification or of a charter should be contingent on the revocation at any time if the children’s or achievement of these objectives, missions, the public’s interest is at stake. and goals. m. Charters should not be granted e. Appeals of local school board de- unless the chartering agency is satisfied cisions in charter applications should be that adequate startup resources will be made to a state education agency but ap- available. peals should be heard only on the grounds Charter schools should be designed of arbitrary, capricious, or unreasonable and operated in accordance with the fol- decision making, not on the educational lowing principles: judgment of the local school board. a. Charter schools may have flexibil- f. Private, for-profit entities should ity within the requirements of law deal- not be eligible to receive a charter. ing with curriculum, instruction, staffing, g. Charter schools should have a lim- budget, internal organization, calendar, ited right to contract with for-profit enti- and schedule. ties for services only to the extent that b. Charter schools must meet the mainstream public schools can do so. same requirements as mainstream public h. Charters should not be granted for schools with regard to licensure/certifi- the purpose of home schooling, includ- cation and other requirements of teaching providing services over the Internet to ers and education employees, health and home schooled students. safety, public records and meetings, fi- i. Charter schools should be nonsec- nance and auditing, student assessment, tarian in nature. Particular care should be civil rights, and labor relations. exercised in granting charters to any reli- c. Teachers and education support gious institutions. professionals should be considered public j. Private schools should not be able employees. to convert to charter school status. If state d. Teachers and education support law allows such conversions, the charter- professionals should have the same con- ing agency should ensure that the constitutional and statutory rights as other verted school is significantly different in public employees. student body, governance, and education e. Charter schools should be subject

202 Resolutions to the same public sector labor relations money as a comparable mix of students in a laws as mainstream public schools and mainstream public school. Adequate charter school employees should have the funds must be available for capital expen- same collective bargaining rights under ditures such as buildings and equipment law and local practice as their counter- that do not come from the operating bud- parts in mainstream public schools. get of the charter school or the host dis- f. Students should not be charged tu- trict. (1993, 2005) ition or required to pay a fee to attend a charter school. A-32. Takeover of Public Schools or g. Students should not be involuntari- Public School Districts ly assigned to attend a charter school. The National Education Association h. Charter schools should have some believes that the locally elected school discretion in selecting or rejecting stu- board should govern the school district to dents if they are designed to serve a tar- provide an educational program designed geted student population. Students shall to meet the needs of all students in the dis- not be screened on the basis of race, re- trict. School boards of public school dis- ligion, gender, sexual orientation and/or tricts undergoing a program improvement gender identification, English-language process should maintain their authority proficiency, family income, athletic abil- over school district business as duly elect- ity, special needs, parental involvement ed officials of the school district. in school affairs, intellectual potential, The Association also believes that if academic achievement, or cost of educat- a takeover of a public school or a public ing the student. Indirect screening such school district occurs, current collective as denying admission because of the cost bargaining agreements and due process of transportation of a student shall not be rights must be maintained. Employees permitted. of these public schools and public school i. Charter schools should meet districts should remain bargaining unit the needs of at-risk students and those members of local, state, and national students requiring special education affiliates. services. The Association further believes that j. Employment in a charter school federal, state, and local support should be should be voluntary. Employees in con- given to public schools and public school version charter schools should be afforded districts undergoing a program improve- an opportunity to transfer to a comparable ment process. Support should also be pro- position at another mainstream public vided by local and state affiliates, as well school. as the Association. k. Charter schools should not dispro- The Association believes that if charter portionately divert resources from main- schools are created to replace public stream public schools. Charter schools schools that have been taken over, they should receive the same amount of must follow all current laws regarding

203 Resolutions charter schools and comply with the ees, the entire school system, and the Association’s criteria for acceptable char- community. (2006) ter schools. (2006) A-35. Media Utilization A-33. Federally or State-Mandated The National Education Association be- Choice/Parental Option Plans lieves that the broadcasting industry must The National Education Association serve the public interest and educational believes that federally or state-mandated process. The Association encourages the parental option or choice plans compro- creative and innovative use of media for mise free, equitable, universal, and qual- improving instruction. It is essential that ity public education for every student. teachers or their designees have the right Therefore, the Association opposes such to record programs off the air and play federally or state-mandated choice or pa- them back on a delayed basis sufficient to rental option plans. meet the needs of effective teaching. The Association also believes that The Association also believes that the local districts, in partnership with state Public Broadcasting Service (PBS tele- and federal governments, must provide a vision), National Public Radio (NPR), quality education for every student by se- and expanding cable television (CATV) curing sufficient funding to maintain and should provide communication services to enhance excellence in each local public to education. Federal regulations should school district. guarantee the reservation of at least 20 The Association continues to support percent of the channel capacity of CATV alternative programs for specific purposes systems for public school access and other in the public schools. (1989, 2001) public purposes. The Association urges its affiliates to A-34. School Restructuring become involved in the program devel- The National Education Association opment and utilization of each of these believes that school restructuring efforts media resources. The Association also must employ a democratic process that urges the continuation of local, state, and meaningfully involves local associations federal financial support for public broad- and other stakeholders in all decision casting. (1981, 1996) making. Such efforts must – a. Adhere to collectively bargained A-36. Community Education labor agreements The National Education Association b. Comply with all appropriate school believes that the concept of community board policies education encourages schools to pro- c. Provide the funding necessary to vide leadership in solving community implement and sustain the restructuring problems. d. Weigh the consequences of restruc- The Association urges its state affili- turing on all students, education employ- ates to become involved in the promotion,

204 Resolutions expansion, and implementation of com- of Indian Affairs, should come under munity education programs in their states. the auspices of the U.S. Department of (1977, 1986) Education. The Association also believes that all A-37. Rural Education dependents of U.S. government employees The National Education Association in Department of Defense Education Ac- supports a strong rural educational sys- tivity (DoDEA) schools should be afford- tem and the preservation of the commu- ed the opportunity to attend such schools nity infrastructure in rural America. and is unalterably opposed to any attempt The Association believes that rural by Congress to privatize any of these fed- areas contain a range of conditions that eral schools. (1980, 2002) make them unique and supports the development of programs that recognize B. ADVANCE THE CAUSE OF Public and deal with rural needs. The Associa- EDUCATION FOR ALL INDIVIDUALS tion recognizes that equal per pupil funding may not provide equal education. LIFELONG LEARNING The Association also believes in equal educational programs and the equitable B-1. Early Childhood Education† funding of such programs. Neither shall The National Education Association be dependent on geographical location, supports early childhood education pro- density of population, or consolidation of grams in the public schools for children rural schools. (1976, 1997) from birth through age eight. The As- sociation also supports a high-quality A-38. Urban Development program of transition from home and/or The National Education Association preschool to the public kindergarten or believes that professional organizations first grade. This transition should include should be concerned about the quality communication and cooperation among of life in our cities and should advocate parents/guardians, the preschool staff, policies or programs concerning land use, and the public school staff. The Associa- zoning, urban development, economic tion believes that such programs should growth, plant closings, mass transit, rent be held in facilities that are appropri- subsidy, or other issues vitally affecting ate to the developmental needs of these patterns of community development and children. The Association also believes subsequently the quality of education in that early childhood education programs our schools. (1974, 1988) should include a full continuum of services for parents/guardians and children, A-39. U.S. Federal Schools The National Education Association † See the Policy Statement on Kindergarten and believes that all federal schools, except Pre-Kindergarten adopted by the 2003 Represen- those under the control of the Bureau tative Assembly.

205 Resolutions including child-care, child development, in organizing the implementation of fully developmentally appropriate and diversi- funded early childhood education pro- ty-based curricula, special education, and grams offered through the public schools. appropriate bias-free screening devices. These programs must be available to all Early childhood education programs also children on an equal basis and should in- must be sensitive to and meet the physi- clude mandatory kindergarten with com- cal, social, mental, and emotional health pulsory attendance. and nutritional needs of children. The Association supports regulations The Association further believes that requiring children starting kindergarten early childhood education programs to have reached age five at the beginning should maintain small group size with of a kindergarten program. appropriate staff/child ratios for each age The Association advocates the estab- level. These programs must be staffed by lishment of fully funded early childhood the appropriate ratio of teachers, adminis- special education programs. These pro- trators, and support staff who are prepared grams and necessary services should be in early childhood education and child readily accessible for children with dis- development. When two half-day sessions abilities and staffed by certified/licensed are taught by one teacher, the total class teachers, qualified support staff, and ther- load for both sessions should not exceed apists. (1975, 2003) the number of students in a first-grade class. Males should be encouraged and B-2. Independent Reading Skills recruited to enter and be actively involved The National Education Association in early childhood education. Preparation believes that it is critical that students be- programs for staff should lead to creden- come independent readers to succeed in tials consistent with the educational stan- school and life. Reading instruction, with dards in each state. appropriate intervention, especially in the The Association recognizes the im- early grades, is essential for learning in portance of parental involvement in a all content areas and for achieving high child’s development. The Association standards. Teachers at all levels should be further supports the provision of training provided adequate resources, including programs that prepare parents/guardians a fully funded and staffed school library to take an active role in the child’s educa- media center, and encouraged to use their tion. These programs should provide an expertise to address the diverse needs of awareness of the expectations that will be students. placed on the child as well as familiar- The Association also believes that ization with new policies and procedures teachers’ efforts to value and promote that the child will experience in the new reading should be supported by parents/ environment. guardians, school library media special- The Association also believes that fed- ists, other education employees, and com- eral legislation should be enacted to assist munities. (1998, 2005)

206 Resolutions

B-3. Middle School and Junior High B-5. High School Diploma/ School Programs Equivalency The National Education Association The National Education Association recognizes the academic, personal, and supports the concept of a high school special needs of the early adolescent or education for all and believes that every middle school learner. student should earn a high school diplo- The Association encourages develop- ma or its equivalent. The Association also ment of a curriculum that establishes re- believes in the value of academic prepa- alistic academic challenges that include ration, school attendance, and social in- character development, career explora- teraction for meeting the requirements of tion, and self-awareness that foster posi- high school graduation. tive self-esteem. The Association further believes that The Association also encourages the high school equivalency testing can be development of guidance and counsel- misused and have a negative impact on ing programs that stimulate parental and secondary education. The Association community involvement, and promote recognizes, however, that in some in- health services. (1976, 2005) stances the use of high school equivalency tests is acceptable when the best interests B-4. Color Vision Deficient Students of the students are served. The National Education Association The Association believes that any believes that the needs of all students, state or district plan to use equivalency including color vision deficient students, testing as the basis for qualification for a must be met. All educational materi- high school diploma should be developed als that use color coding for referencing cooperatively by classroom teachers, ad- information should be accompanied by ministrators, and governing boards. The an alternate method of identifying these plan should include provisions for recom- items of information such as numbering mendations from the local school faculty. or labeling the names of each color. Recommendations should be based, as The Association encourages preser- a minimum, upon achievement record, vice preparation and staff development ability, and age and should be develop- for education employees that present mentally appropriate for the student. strategies for working with color vision (1976, 1995) deficient students. Such training should also address sensitizing instructional staff B-6. Adult Education to the needs of color vision deficient stu- The National Education Association dents. (2004, 2005) supports adult education programs that provide lifelong educational and career opportunities. The Association also recognizes the importance of high school completion, English language acquisition,

207 Resolutions parenting education, career training, and other support services, the right to com- other adult education programs that pro- plete coursework during or after the quar- vide students with an opportunity to be- ter/semester missed due to documented come productive, effective, and responsi- extended illness, active participation of ble parents, citizens, and community students in their own learning, and a members. (2006) thoughtfully articulated curriculum can significantly help increase the number of B-7. Higher Education students successfully completing their The National Education Association degrees. supports higher education as an essen- The Association believes that all tial part of the education process. The courses must be offered with sufficient Association believes that postsecondary frequency and with a sufficient number education serves an invaluable function of sections to enable students to graduate for intellectual development, for research within the time prescribed for each pro- and scholarship, for career preparation, gram. (1980, 2002) and for preparation for life. The Association also supports access EDUCATIONAL EQUITY to postsecondary programs for all qualified students without regard to age, gen- B-8. Class Size der, sexual orientation, gender identifica- The National Education Association tion, disability, race, military registration believes that excellence in the classroom status, or ability to pay. The Association can best be attained by small class size. also believes that postsecondary institu- The Association also believes in an tions should not penalize degree-holding optimum class size of fifteen students in students who return to upgrade or develop regular programs and a proportionately new skills. lower number in programs for students The Association further supports ful- with exceptional needs. Class size maxi- ly funded, guaranteed student loan and mums must be based on the type of stu- grant programs, including fully funded dents, subject area content, physical fa- health care insurance. Guaranteed loans cilities, and other criteria. Weighted class should be made available for all stu- size formulas should be implemented to dents. Criteria for grants should include reflect the inclusion of exceptional stu- the total financial situation of the family, dents. State departments of education other family members currently enrolled should collect and report class size data in institutions of higher education, and that reflect the class size experienced by parents’/guardians’ ability to contribute most students. (1982, 1997) financially. The Association further believes that B-9. Diversity clear admission and graduation standards, The National Education Association careful student counseling, tutorial and believes that a diverse society enriches all

208 Resolutions individuals. Similarities and differences The Association further believes that, among races, ethnicity, color, national to achieve or maintain racial diversity, it origin, language, geographic location, may be necessary for elementary/second- religion, gender, sexual orientation, gen- ary schools, colleges, and universities to der identification, age, physical ability, take race into account in making deci- size, occupation, and marital, parental, sions as to student admissions, assign- or economic status form the fabric of a ments, and/or transfers. (1999) society. The Association also believes that ed- B-11. Racism, Sexism, Sexual ucation should foster the values of appre- Orientation, and Gender ciation and acceptance of the various Identification Discrimination qualities that pertain to people as indi- The National Education Association viduals and as members of diverse popu- believes in the equality of all individuals. lations. Discrimination and stereotyping based on The Association further believes in the such factors as race, gender, sexual orien- importance of observances, programs, tation, gender identification, disability, and curricula that accurately portray and ethnicity, immigration status, occupation, recognize the roles, contributions, cul- and religion must be eliminated. tures, and history of these diverse groups The Association also believes that and individuals. these factors should not affect the legal The Association encourages affiliates rights and obligations of the partners in and members to become part of programs a legally recognized domestic partner- and observances that may include cultural ship, civil union, or marriage in regard to and heritage celebrations and/or history matters involving the other partner, such months. (1995, 2002) as medical decisions, taxes, inheritance, adoption, and immigration. B-10. Racial Diversity Within The Association further believes Student Populations that plans, activities, and programs for The National Education Association education employees, students, parents/ believes that a racially diverse student guardians, and the community should be population is essential for all elementary/ developed to identify and eliminate dis- secondary schools, colleges, and univer- crimination and stereotyping in all educa- sities to promote racial acceptance, im- tional settings. Such plans, activities, and prove academic performance, and foster programs must— a robust exchange of ideas. The Associa- a. Increase respect, understanding, tion also believes that a racially diverse acceptance, and sensitivity toward indi- student population may not be achieved or viduals and groups in a diverse society maintained in all cases simply by ending composed of such groups as American discriminatory practices and treating all Indians/Alaska Natives, Asians and Pa- students equally regardless of race. cific Islanders, Blacks, Hispanics, women,

209 Resolutions gays, lesbians, bisexuals, transgendered j. Coordinate with organizations and persons, and people with disabilities concerned agencies that promote the con- b. Eliminate discrimination and tributions, heritage, culture, history, and stereotyping in curricula, textbooks, special health and care needs of diverse resource and instructional materials, ac- population groups tivities, etc. k. Promote a safe and inclusive envi- c. Foster the dissemination and use ronment for all. of nondiscriminatory and nonstereotypi- The Association encourages its af- cal language, resources, practices, and filiates to develop and implement training activities programs on these matters. (1996, 2006) d. Eliminate institutional discrimi nation B-12. American Indian/Alaska e. Integrate an accurate portrayal of Native Education the roles and contributions of all groups The National Education Association throughout history across curricula, recognizes that the complex and diverse particularly groups who have been under- needs of American Indian/Alaska Native represented historically children require the direct involvement f. Identify how prejudice, stereotyp- of parents/guardians, Native educators, ing, and discrimination have limited the tribal leaders, and other Native groups roles and contributions of individuals and in developing programs that preserve the groups, and how these limitations have rich heritage of their cultures. challenged and continue to challenge our The Association believes that funding society for American Indian/Alaska Native edu- g. Eliminate subtle practices that fa- cation must provide for improvements. vor the education of one student over an- The Association supports the movement other on the basis of race, gender, sexual toward self-determination by American orientation, gender identification, disabil- Indians/Alaska Natives provided that ity, ethnicity, or religion such programs are voluntary. Any termi- h. Encourage all members of the edu- nation of federal support as either a direct cational community to examine assump- or an indirect result of efforts to extend tions and prejudices, including, but not self-determination is opposed. limited to, racism, sexism, and homopho- The Association also believes in ef- bia, that might limit the opportunities forts that provide for— and growth of students and education a. Involvement and control of the edu- employees cation of American Indian/Alaska Native i. Offer positive and diverse role students by their parents/guardians, com- models in our society, including the re- munities, and educators cruitment, hiring, and promotion of di- b. Opportunities for higher educa- verse education employees in our public tion for all American Indian/Alaska Na- schools tive students through direct governmental

210 Resolutions assistance in graduate and undergraduate American Indians/Alaska Natives programs m. Control of Native lands by Ameri- c. Involvement of American Indians/ can Indians/Alaska Natives. (1976, 2000) Alaska Natives in lobbying efforts for federal programs B-13. Hispanic Education d. Protection and maintenance of the The National Education Association integrity of American Indian/Alaska Na- recognizes that the complex and diverse tive families and their tribal cultures so needs of Hispanic children require the that, if a child has to be removed from his direct involvement of Hispanic educators, or her home, placement should be deter- parents/guardians, and community lead- mined by the child’s tribe ers in developing programs that meet the e. Recognition of American Indian/ cultural, language, and learning charac- Alaska Native educators as role models teristics of these children. f. Involvement of American Indians/ The Association believes in efforts Alaska Natives in professional develop- that provide for— ment programs dealing with cultural a. Programs establishing appropriate pluralism and Native values educational opportunities for Hispanic g. American Indian/Alaska Native students involvement in developing multicultur- b. Grants and scholarships for higher al learning centers at higher education education that will facilitate the recruit- institutions ment, entry, and retention of Hispanics h. English proficiency programs c. Recognition of Hispanic educators that are designed to meet the language as role models needs of American Indian/Alaska Native d. Hiring and promotion of Hispanic students educators at all levels of the education i. Instruction in treaty rights and tra- profession ditional hunting, fishing, and gathering e. The recruitment, training, and em- practices by American Indians/Alaska ployment of bilingual teachers, counselors, Natives and other professional and support staff to j. Assistance to affiliates in meeting meet the needs of Hispanic students the educational needs of American Indi- f. English proficiency programs that an/Alaska Native students are designed to meet the language needs k. Coordination with American Indi- of Hispanic students an/Alaska Native organizations and con- g. Dissemination of information and cerned agencies that promote the values, programs that include the values, heri- heritage, language, culture, and history of tage, language, culture, and history of American Indian/Alaska Native peoples Hispanics. l. Dissemination of information and The responsibility for developing and programs that include the values, heri- implementing programs for Hispanic tage, language, culture, and history of children should be realized by state and

211 Resolutions local agencies, regardless of the availabil- require the direct involvement of Black ity of federal funds. (1972, 2000) American educators, parents/guardians, community leaders, and groups to assure B-14. Asian and Pacific Islander the development of adequate and equal Education educational programs. The National Education Associa- The Association believes that the infu- tion recognizes that the complex and di- sion of Black studies and/or Afrocentric verse needs of Asian and Pacific Islander curricula into the instructional program children require the direct involvement acknowledges the contributions of Afri- of Asian and Pacific Islander educa- can Americans to history and Africa as tors, parents/guardians, and community an integral part of world history. The As- leaders in the development of programs sociation also believes that these curricu- that preserve the rich heritage of their la must show a correlation among social, cultures. historical, political, and economic de- The Association believes in efforts velopments and events regarding Africa, that provide for the— African-Americans, Europeans, and their a. Preservice and continuing educa- descendants worldwide. tion of teachers The Association further believes in ef- b. Development of curriculum and forts that provide for— instructional materials and programs, in- a. The preservation of Black heritage cluding English proficiency programs that and culture are designed to meet the language needs b. Funding of scholarships to facili- of Asian and Pacific Islander students tate the entry of Black students into the c. Education of Asian and Pacific Is- teaching profession lander adult refugees c. Recognition of Black educators as d. Dissemination of programs and role models information that include the values, heri- d. Recruitment, hiring, retention, and tage, language, culture, and history of promotion of Black educators, especially Asian and Pacific Islanders Black males at all levels of the education e. Recognition of Asian and Pacific profession Islander educators as role models. e. Involvement of Black educators in The Association encourages opportu- developing educational materials used in nities to preserve, promote, and perpetu- classroom instruction ate Asian and Pacific Islander heritage f. English proficiency programs in and culture. (1979, 2001) the regular instructional process for those Black students experiencing difficulty B-15. Black American Education with standard English The National Education Associa- g. Programs that address the alarming tion recognizes that the complex and di- dropout rate among Black male students verse needs of Black American children and the disproportionate teen pregnancy

212 Resolutions rate among Black female students and en- or to become professionals in those fields. courage continued education, thereby in- (1992, 1999) creasing their participation in the work force B-18. Left-Handed Students h. Development of athletic programs The National Education Association that promote educational excellence, not believes that the needs of all students, just athletic power including left-handed students, should be i. Opposition to the resegregation of met. The Association also believes that the public schools through special classes appropriate governing agencies should j. Dissemination of information and provide desks, scissors, and all other ma- programs that include the values, heri- terials and instruments necessary for left- tage, language, culture, and history of the handed students to achieve on an equal Black American. (1981, 2000) basis with right-handed students. The Association strongly recommends B-16. Discriminatory Academic preservice preparation and staff develop- Tracking ment for education employees that pres- The National Education Association ent strategies for handwriting instruction believes that the use of discriminatory to left-handed students. Such training academic tracking based on economic should also address sensitizing instruc- status, ethnicity, race, or gender must be tional staff to the needs of left-handed eliminated in all public school settings. students. (1979, 2001) The Association urges its affiliates to oppose these practices. (1988, 2005) B-19. Student Peer Mentoring Programs B-17. Equal Opportunities Through The National Education Association Mathematics and Science supports student peer mentoring programs Education that provide incoming students the oppor- The National Education Association tunity to make a smooth transition to new believes that mathematics and science ed- schools. The Association believes that ucation provide women and minorities ac- student peer mentoring programs should cess to equal opportunities and equitable be supervised by appropriate staff and/or treatment for employment in mathematics administration. Such programs should be and science-related careers. student-based and ongoing. (2004) The Association supports the development and maintenance of gender-free and B-20. Education of Refugee culturally unbiased mathematics and sci- and Undocumented Children ence programs. The Association encour- and Children of Undocumented ages the recruitment of females and mi- Immigrants norities to enroll and participate actively The National Education Association be in mathematics and science courses and/ lieves that, regardless of the immigration

213 Resolutions status of students or their parents, every B-22. Communication Between student has the right to a free public edu- Educators and Non-English cation in an environment free from harass- Speaking Parents, Guardians, and ment. The Association supports access to Caregivers higher education for undocumented stu- The National Education Association dents and access to financial aid and in- believes that meaningful communication state tuition to state colleges and universi- between educators and parents, guard- ties in the state where they reside. The ians, and caregivers who lack English Association also believes that the determi- language proficiency is necessary to assist nation of legal residency status is the re- parents in their children’s development sponsibility of the Immigration and Natu- and the family’s integration into United ralization Service, not of educational States society. Such communication is systems or their employees. especially important when communicat- The Association further believes that ing educational plans for students with students who have resided in the United special needs. States for at least five years at the time The Association also believes that of high school graduation should be school districts should compile a direc- granted amnesty by the Immigration and tory of individuals fluent in specific lan- Naturalization Service, granted legal guages who could be available to translate residency status, and allowed to apply for when necessary. U.S. citizenship, and that legalization not The Association further believes that be used as an incentive for or be depen- educators who fulfill the role of translator dent on military service. (1980, 2005) beyond the scope of their normal duties should be compensated at their equivalent B-21. Education of Migrants hourly rate. (2005) The National Education Association believes that migrant workers and their B-23. Equity for Incarcerated children are entitled to educational op- Persons portunities that address their diverse and The National Education Association unique educational needs. believes that incarcerated persons, re- The Association advocates the imple- gardless of gender or age, are entitled to mentation of bilingual/bicultural and equal access to educational, recreational, remedial instructional programs that ad- and rehabilitative programs within all dress the individual instructional needs correctional systems. (1990, 2002) of migrant students in the United States, regardless of the availability of federal and state funds to support such programs. (1975, 1996)

214 Resolutions

SPECIFIC PROGRAMS FOR placement due to discipline issues should INDIVIDUALS be required to exhibit regular attendance and adequate academic and behavioral B-24. Alternative Programs for At- progress, in accordance with planned in- Risk and/or Students With Special terventions for the student’s individual Needs needs, prior to their return to a regular The National Education Association educational setting. recognizes that there must be increased The Association also believes that the development and maintenance of alter- rights of students who are protected under native programs to meet the needs of at- the provisions of the Individuals with Dis- risk and/or students with special needs, abilities Education Act and Americans pre-kindergarten through adult. The As- with Disabilities Act must be preserved. sociation recommends early and appropri- The Association urges its affiliates ate identification and placement of these to seek adequate compensation, plan- students. Teachers, related service pro- ning time, materials, and facilities for all viders, and administrators should receive education professionals involved in these necessary training in diagnostic processes programs. and alternative methods of teaching and The Association supports the efforts of learning. Appropriate training should also its affiliates to negotiate and legislate for be provided to education support profes- the training of teachers seeking addition- sionals. In addition, parents/guardians al certification and hiring of an increased and other school community members number of teachers with education in spe- should be encouraged to acquire the train- cial areas. ing to effectively meet the needs of these In higher education settings, faculty students. and education support professionals who Programs should emphasize a broad are working with students with special range of activities for responding to stu- needs should be provided with appropri- dents’ differing behavioral patterns, in- ate resources to accommodate these stu- terests, needs, cultural backgrounds, and dents’ special requirements. learning styles. These programs must be The Association encourages its state evaluated on stated objectives and stan- affiliates to seek legislation that would dards. Teachers in these programs must require any person offering services to have a major role in designing the objec- remediate, correct, or ameliorate reading, tives and evaluations and working with speech, language, behavioral, emotional, appropriate school and community per- or learning disabilities, or related prob- sonnel to execute these objectives and lems to be licensed under regulations of evaluations. each state’s department of public instruc- The Association believes that at-risk tion or other appropriate agency. (1977, students who are assigned to an alternative 2006)

215 Resolutions

B-25. Gifted, Talented, and Creative their native language from qualified teach- Students ers until such time as English proficiency The National Education Association is achieved. If no bilingual programs are believes that there must be educational available, these students should be taught programs and services for gifted, talented, in English-as-a-second-language (ESL) and creative students, and supports feder- programs designed to meet their specific al and state funding for the education of needs. These students should be in classes these students. The Association also be- that are limited in size; use methods such lieves that there must be well-developed as weighted formulas; and provide addi- criteria and guidelines for identifying tional staffing, modified scheduling, and/ and teaching these students. Such iden- or curriculum design to accommodate the tification must not discriminate on any demands of each ELL student. Students basis other than the exceptionality being should not be enrolled in special educa- identified. tion classes solely because of linguistic The Association further believes that differences. professional development programs in The Association further believes that gifted and talented education must be model bilingual education programs, in provided for all appropriate education which language minority students dem- employees. onstrate an increase in English language The Association urges its affiliates to acquisition and academic achievement promote the development and implementa- throughout the grade levels, should be tion of such services to gifted children and promoted and supported at the federal, support for all educators working with this state, and local levels. Further, the As- special needs population. (1980, 2006) sociation advocates full funding of all instructional materials, resources, and B-26. Educational Programs for programs for ELL students as well as pro- English Language Learners fessional development programs for edu- The National Education Associa- cation employees who work with these tion believes that English Language students. The school district or other ap- Learners (ELL) must have available to propriate agency should provide released them programs that address their unique time for the training of teachers who in- needs and that provide equal opportunity struct ELL students. to all students, regardless of their primary Educators, through a bargaining or language. Programs for ELL students other bilateral decision-making process, should emphasize English proficiency must be fully involved in the development while concurrently providing meaningful and implementation of programs serving instruction in all other curriculum areas. these students, including the assignment The Association also believes that ELL of teachers and the terms and conditions students should be placed in bilingual ed- of their employment. Teachers should be ucation programs to receive instruction in compensated at the teacher’s hourly rate

216 Resolutions of pay for any additional time spent in B-28. Education for All Students training. They should also be reimbursed with Disabilities for the cost of tuition, textbooks, and trav- The National Education Association el incurred in such training. supports a free, appropriate public edu- The Association values bilingual and cation for all students with disabilities in multilingual competence and supports a least restrictive environment, which is programs that assist individuals in attain- determined by maximum teacher and par- ing and maintaining proficiency in their ent/guardian involvement. There must be native language before and after they ac- a full continuum of placement options and quire proficiency in English. (1981, 2002) services/delivery models available to students with disabilities. In order to imple- B-27. Speakers of Nonstandard ment federal special education legislation English effectively, the Association recognizes The National Education Association that— believes that students who enter school a. A fully accessible educational envi- as speakers of nonstandard dialects are ronment, using appropriate instructional learners with unique needs, and these materials, support services, and pupil per- needs must be provided for in the over- sonnel services, must match the learning all program in each local school district. needs of both students with and students The Association also believes that pro- without disabilities. grams for these students must provide b. Student placement must be based on equal opportunity, should emphasize pro- individual needs rather than on available ficiency in standard English that provides space, funding, or local philosophy of a them the opportunity to succeed in all school district. Student placements must aspects of daily life, and should concur- be examined on a regular basis to ensure rently provide meaningful instruction in appropriateness whereby all needed ser- all other curriculum areas. The Associa- vices and support will be provided and tion advocates programs that begin with should not be made disproportionately the linguistic proficiencies demonstrated by ethnicity or gender. Necessary build- by entering students, and build a program ing/staff modifications must be provided from that starting point. to facilitate such placement. The Association further believes that, c. General and special education in all cases, the students’ linguistic and/or teachers, pupil personnel and related cultural backgrounds must be respected service providers, and education support within the school setting. Under no cir- professionals who work with the student, cumstances should students who speak and administrators, parents/guardians, nonstandard dialects be enrolled in spe- and the student, as appropriate, should cial education classes solely because of have input in the development of the indi- linguistic differences. (1997) vidualized education program (IEP) and must have access to the IEP.

217 Resolutions

d. General and special education teach- assistants, paraprofessionals, co-teachers, ers, pupil personnel and related service and special education teachers. providers, education support profession- k. The student’s IEP should not be als, and administrators, parents/guard- used as criteria for the evaluation of edu- ians, and students, as appropriate, must cation employees. share in implementing the IEP. Prior to l. Communications must be main- implementation, all necessary educational tained among all involved parties. materials, professional development, and m. Staff must not be reduced. supportive services must be provided. n. All staff must be adequately pre- e. Students with physical disabilities pared for their roles through appropriate and/or medical needs requiring nursing licensing and ongoing professional devel- procedures must have their medical needs opment programs. met by certified/professional school o. Incentives for participation in pro- nurses. fessional development activities should, f. All impacted staff members must as mandated by law, be made available have an appeal procedure regarding the for education employees. implementation of the IEP, especially in p. Education employees, as man- terms of student placement. The proce- dated by law, must be appointed to local dure must include the right to have the and state advisory bodies on special dissenting opinion recorded and attached education. to the IEP. q. Education employees must be al- g. Suspension and expulsion policies lowed to take part in the U.S. Office of and practices used by local education Special Education and Rehabilitative agencies must be applied consistently to Services on-site visits to states. Educa- both students with and students without tion employees should be invited to these disabilities where misconduct is shown to meetings. be unrelated to either the disabling condi- r. Local affiliates and education em- tion or to improper placement. ployees must be recruited, trained, and h. A plan recognizing individual involved in monitoring school system differences must be used in a system- compliance with federal special educa- atic evaluation and reporting of program tion legislation. development. s. Adequate released time or funded i. Limitations must be made in class additional time must be made available so size and/or case loads, using methods that teachers can carry out the increased such as weighted formulas, modified demands placed upon them by federal scheduling, and/or curriculum design to special education legislation. accommodate the demands of each IEP. t. Collective bargaining and other j. All teachers who serve students means should be used to minimize the with disabilities must have scheduled potentially severe impact on staff that re- access to resource personnel, instructional sults from the implementation of special

218 Resolutions education legislation. by established local school procedures, u. Benefits for staff working with stu- must receive instruction that follows the dents with disabilities must be negotiated regular curriculum. This instruction must through collective bargaining agreements be implemented, documented, monitored, and must be honored. and assessed by a licensed teacher. The v. Full funding must be provided by Association also believes that credits local, state, and federal governments. earned through such homebound instruc- (1978, 2006) tion should be accepted toward promotion and/or graduation requirements. (1988, B-29. Educational Programs for 2002) Adolescent Parents The National Education Association B-31. Correspondence Programs believes that school districts must meet The National Education Association the educational needs of adolescent stu- believes that state and local school cor- dents who are parents or who are about to respondence programs that are funded become parents. Such students should not by state or local school districts must be discriminated against or denied equal be implemented by licensed educators. educational opportunities. These alternative programs must use a The Association recommends pro- curriculum approved by the state educa- grams for these students that include— tion agency. A student’s progress must be a. Flexible scheduling and attendance documented and monitored by a licensed policies educator. Such approved courses must be b. Appropriate guidance in continu- transferable as graduation requirements ing/alternative education programs and for the participant. (1988, 1993) productive employment c. Career development skills B-32. Youth and Adult Training d. Development of self-esteem Programs e. Promotion of sound health practic- The National Education Association es regarding nutrition, substance abuse, believes that the public schools should be exercise, family planning, and parenting involved as an equal partner with govern- skills ment, labor, business, agriculture, and f. On-site preschool and child care community-based groups in youth and services adult employment and training programs. g. Free transportation. (1987, 2005) The Association also believes that these programs should supplement, and not B-30. Homebound Instruction supplant, the vocational, career, and tech- The National Education Associa- nical education programs provided in the tion believes that homebound students, public schools. those educated in the home because of The Association further believes that individualized student needs determined the use of funds for and the duration of

219 Resolutions these programs should be flexible in order CURRICULUM CONTENT to accommodate the differing learning needs of students. The amount of funding B-34. Junior Reserve Officer should be predictable in order to facilitate Training Corps year-to-year planning. These programs The National Education Association should provide opportunities for women, believes that the Junior Reserve Officer persons with disabilities, and ethnic mi- Training Corps programs, which exist norities in nontraditional occupations. within the public schools, must meet all (1980, 2006) local and state educational standards and policies, including the employment of B-33. Education Through Service fully licensed teaching personnel. Such Learning and Community Service programs shall be subject to and conform The National Education Association to the provisions of the collective bargain- believes that learning through voluntary ing agreement. Any programs that cur- community service should be encour- rently do not meet said conditions shall be aged as an integral part of a student’s brought into compliance. (1997, 1998) education. Participation by students in community service and service learning B-35. Multicultural Education programs may be required for high school The National Education Association graduation or made available for elective believes that multiculturalism is the pro- credit. The Association also believes that cess of valuing differences and incorpo- school districts should work with com- rating the values identified into behavior munity groups to provide students with for the goal of achieving the common the opportunity to participate in such good. The Association also believes that programs. multicultural education is a way of help- Education employees who supervise ing students perceive the cultural diver- students involved in these programs sity of the United States so that they may should be given appropriate compensa- develop pride in their own cultural legacy tion, planning time, program support, and awaken to the ideals embodied in the recognition, and time to evaluate the ser- cultures of their neighbors. Multicultural vice and learning goals. Participation of education should promote the recogni- education employees in such programs tion of individual and group differences should be on a voluntary basis. (1990, and similarities in order to reduce racism, 1997) homophobia, ethnic and all other forms of prejudice, and discrimination and to develop self-esteem as well as respect for others. The Association further believes that multicultural education encompasses at least three things: an idea or concept, an

220 Resolutions educational reform movement, and a pro- B-37. Multiple World Language cess. As an idea or concept, multicultural Education education assumes that all students can The National Education Association learn. As an educational reform move- believes that the acquisition of multiple ment, multicultural education seeks to world languages is a vital part of the edu- develop an entire school environment cational experience and that those who that is inclusive of cultural considerations leave school speaking more than one (e.g., curriculum, instructional materials, language will be more competitive in learning and testing, respect for cultural the global marketplace. The Association differences, etc.). As a process, the devel- also believes that the cumulative hours of opment of a multicultural school environ- exposure to the target language during a ment is ever evolving and ongoing. (1981, student’s educational career is the most 2001) important determinant leading to fluency and proficiency in a second language. B-36. Global Education Students should have the opportunity to The National Education Association acquire age-appropriate world language believes that global education increases skills from an integrated curriculum respect for and awareness of the earth and throughout the pre-kindergarten–higher its peoples. Global education imparts in- education experience. formation about cultures and an apprecia- The Association supports the mainte- tion of our interdependency in sharing the nance of current programs and the further world’s resources to meet mutual human encouragement and development of world needs. language instruction and international The Association also believes that cur- studies at all educational levels. riculum and instruction about regional The Association recognizes the need and international conflicts must present a for teacher preparation programs for balanced view, include historical context, world language teachers and supports and demonstrate relevancy and sensitiv- teacher and student exchange programs. ity to all people. The achievement of this (1981, 2006) goal requires the mastery of global communication and development of an appre- B-38. School-to-Work/Career ciation of the common humanity shared Education by all peoples. The National Education Association The Association further believes that believes that a goal of public education the goal of appreciation of and harmony is to provide all individuals, preschool with our global neighbors depends on a through adult, opportunities to become national commitment to strengthening the effective, responsible, productive citi- capability of the educational system to zens. To achieve this goal, career edu- teach American children about the world. cation must be interwoven into the total (1995, 1998) educational system and should include

221 Resolutions programs in gender-free career awareness that every student have the opportunity and exploration to aid students in career to enroll in such classes without restric- course selection. These programs should tions. To be effective, vocational, career, be combined with cooperative efforts on and technical education should be pre- the part of educators and leaders from ceded by career awareness and explora- labor, business, and the community to tion programs. These vocational, career, provide school-to-work experiences that and technical education courses should be meet rigorous academic standards and are coordinated and integrated with tradition- accorded the same level of accreditation ally academic courses. These integrated as other education programs. programs should be combined, when ap- The Association also believes that propriate, with cooperative efforts on the educational programs for all students part of educators and industrial and busi- should offer a variety of exploratory ca- ness leaders to provide school-to-work reer experiences that are developmentally experiences for students. Organized vo- appropriate. In addition, these programs cational, career, and technical education should enhance self-esteem and assure programs offer a sequence of courses that equal opportunity for career development are directly related to the preparation of and equal access to college and university individuals in paid or unpaid employment admissions. (1976, 2001) in current and emerging occupations. Such programs shall include competency- B-39. Vocational, Career, and based applied learning that contributes Technical Education to an individual’s academic knowledge, The National Education Association higher-order reasoning and problem-solv- believes that preparation of students for ing skills, work attitudes, interpersonal vocational, career, and technical jobs and collaborative skills, general employ- should be the responsibility of secondary, ability skills, and the occupational-specif- adult, and higher education in collabora- ic skills necessary for economic indepen- tion with labor and business. Educational dence as a productive and contributing programs that ensure equal opportunity member of society. for occupational development and en- The Association also believes that ad- courage students to consider nontradition- equate resources must be provided for ed- al vocations should be developed for all ucators to maintain, enhance, and expand students at all levels. Vocational, career, quality vocational, career, and technical and technical education should provide a education programs; to procure up-to- comprehensive program of lifelong learn- date equipment and materials for those ing for the training, advancement, and programs; and to prepare students for a promotion of all students. highly technical work environment. The The Association supports vocational, Association further believes that the in- career, and technical education as a ma- volvement of education employees, private jor component of education and advocates sector employment and training program

222 Resolutions personnel, and the labor and business and sequential program of fine arts instruc- communities is essential to the develop- tion for all students taught by a licensed ment of quality vocational, career, and specialist in a facility or room designed technical education programs. The As- and equipped for that purpose. Resources sociation believes such resources should must be provided to maintain and up- be substantially increased, not merely re- grade materials and provide for emerging distributed among states or other federal technologies. initiatives. (1976, 2006) The Association urges its state affiliates to become involved in the promotion, B-40. Vocational, Career, and expansion, and implementation of an Technical Student Organizations academic fine arts program in curricula. The National Education Association (1980, 2002) believes that vocational, career, and technical student organizations are an integral B-42. Physical Education component of a quality vocational, career, The National Education Association and technical education program. Voca- believes that physical activity and exer- tional, career, and technical student orga- cise are essential for good health and must nizations provide opportunities for leader- be encouraged during the developmental ship development, career preparation, and years of students. The Association also community involvement for secondary believes that a comprehensive program school students. Active participation in a of physical education should be provided vocational, career, and technical student daily in grades pre-k through 12 in or organization at the national, state, and on facilities designed for that purpose. local levels encourages young men and Physical education programs and curri- women to become better prepared for the cula should follow national standards as multiple adult roles of wage earner, com- set forth by the appropriate professional munity leader, and family member. (2001, organizations; should be developmen- 2002) tally appropriate, sequential, cooperative in nature, and culturally sensitive; and B-41. Fine Arts Education should— The National Education Association a. Emphasize physical activity, fitness, believes that artistic expression is basic to exercise, and good health; skills of sports, an individual’s intellectual, aesthetic, and games, dance, and basic movement; and emotional development. The Association related concepts and knowledge also believes that fine arts transcend cul- b. Assess students, including physical tural barriers, foster multicultural under- fitness testing, as a culmination of prepa- standing, and enhance critical thinking ratory activities skills. The Association therefore believes c. Provide for the special needs of stu- that every pre-K through 12 curriculum dents with low fitness, physical disabili- must include a balanced, comprehensive, ties, or learning disabilities

223 Resolutions

d. Be taught by teachers licensed in a. The development of self-esteem physical education and positive self-concept in individuals of e. Be taught with the same student/ all ages in various family roles teacher ratio as other grade-level class b. Learning and practicing positive sizes. (1991, 2004) interpersonal communication skills and conflict resolution B-43. Family and Consumer c. Education in human growth and Sciences Education development The National Education Association d. Positive parenting techniques that believes that family and consumer scienc- include strategies to deal effectively with es education programs prepare students violent behavior to manage, with reason and creativity, the e. An understanding of societal issues challenges across the life span of living and problems related to children, spous- and working in a global society. es, parents/guardians, domestic partners, The Association also believes that older generation family members, and Family and Consumer Sciences education other family members. programs should–– The Association also believes that edu- a. Follow national standards as set cation in these areas must be presented as forth by the appropriate professional part of an antibiased, culturally sensitive organizations program. (1994, 2001) b. Be developmentally appropriate c. Be cooperative in nature and cul- B-45. Environmental Education turally sensitive. (2005) The National Education Association believes that the environment must be B-44. Family Life Education protected. The Association urges the es- The National Education Association tablishment and maintenance of federal recognizes the myriad family structures wilderness areas, recreational areas, ref- in society and the impact of these family uge areas, and designated local green ar- structures and other close personal rela- eas. The Association supports educational tionships on the quality of individual lives programs that promote— and upon society. The Association also a. The concept of the interdependence recognizes the importance of education of humanity and nature in the maintenance and promotion of sta- b. An awareness of the effects of past, ble, functional, healthy families and the present, and future population growth emotional, physical, and mental health of patterns on world civilization, human sur- people within these families. vival, and the environment The Association believes that programs c. The protection of endangered, should be established for both students threatened, and rare species and parents/guardians and supported at d. The protection of the Earth’s finite all educational levels to promote— resources

224 Resolutions

e. Solutions to environmental prob- B-47. Sex Education lems such as nonrenewable resource de- The National Education Association pletion, pollution, global warming, ozone believes that the developing child’s sexu- depletion, and acid precipitation and ality is continually and inevitably influ- deposition enced by daily contacts, including expe- f. The use of reusable and recyclable riences in the school environment. The products and discourage the use of dis- Association recognizes that sensitive sex posable products education can be a positive force in pro- g. An understanding of energy, alter- moting physical, mental, emotional, and native energy sources, and energy conser- social health and that the public school vation must assume an increasingly important h. The use of disposal methods that role in providing the instruction. Teachers do not contaminate the environment and health professionals must be qualified i. The recognition of and participa- to teach in this area and must be legally tion in such activities as Earth Day, Arbor protected from censorship and lawsuits. Day, and Energy Education Day The Association urges that formal sex j. The understanding of the value of education should include parent/guardian the world’s ecosystems. orientation and be planned and imple- The Association also urges its affili- mented with careful attention to develop- ates to support environmental programs mental needs, appropriateness to commu- in school systems and educational insti- nity settings and values, and respect for tutions and supports legislation and local individual differences. policies that ensure a safe and healthy en- The Association also believes that to vironment. (1973, 2006) facilitate the realization of human potential, it is the right of every individual to B-46. Science Education live in an environment of freely available The National Education Association information and knowledge about sexual- believes that the content in science educa- ity and encourages affiliates and mem- tion must be based on empirical evidence bers to support appropriately established derived from the scientific method and sex education programs. Such programs must include the processes of that method. should include information on sexual ab- The Association also believes that con- stinence, birth control and family plan- tent and curriculum must be based on the ning, diversity of culture, diversity of National Science Education Standards of sexual orientation and gender identifica- the National Research Council (NRC) tion, parenting skills, prenatal care, sexu- and/or the Benchmarks for Science Lit- ally transmitted diseases, incest, sexual eracy of the American Association for the abuse, sexual harassment, homophobia, Advancement of Science (AAAS). (2005, the effects of substance abuse during 2006) pregnancy, and problems associated with

225 Resolutions and resulting from pre-teen and teenage opportunity for training in CPR and the pregnancies. (1969, 2002) proper use of defibrillators. (1982, 2006)

B-48. HIV/AIDS Education B-50. Democracy and Citizenship The National Education Association Education believes that educational institutions The National Education Association should establish comprehensive human believes that education about democracy immunodeficiency virus (HIV) and ac- and the rights and responsibilities of citi- quired immunodeficiency syndrome zens is essential for the survival of Amer- (AIDS) education programs as an integral ican democracy. The cornerstone of such part of the school curriculum. HIV/AIDS education should be the United States education must include education about Constitution and the Bill of Rights. all means of transmission, including un- The Association also believes that dem- protected sex and unsanitary methods of ocratic ideals should be practiced as part tattooing, body piercing, and intravenous of the total education process. The follow- drug use. Information on prevention oping concepts should be an integral part of tions must include abstinence and medi- the curriculum within public schools and cally accepted protective devices. Instruc- other educational institutions: tion in decision-making skills to assist a. The dignity and worth of the students in correlating health information individual and personal behavior is essential. b. Due process of law The Association also believes that c. Rule of the majority tempered by proper implementation of these programs respect for minority rights requires education employee training and d. Individual responsibility input. These programs should be present- e. Equal justice under the law ed by properly licensed/trained personnel f. Civil liberties as guarantors of indi- and should be planned with the input of vidual rights parents/guardians and other community g. One-person—one-vote representatives. (1987, 2000) h. Active citizen participation in all aspects of public affairs B-49. Lifesaving Techniques i. Freedom of religion, speech, the The National Education Association press, petition, and assembly. believes that education employees and The Association encourages teachers, students should be trained in basic emer- lawyers, court personnel, and others to gency lifesaving techniques. Such train- work together to develop appropriate ma- ing should be included in both school terials, including information about the curriculum and staff development. The justice system and constitutional issues, Association also believes that educa- in order to teach students to be respon- tion employees should be provided the sible citizens. (1984, 2005)

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B-51. Labor Movement Education include both classroom and behind-the- The National Education Association wheel experiences should be part of the believes that the struggles of working education of all students and should be men and women to establish unions and taught by teachers licensed in driver edu- the influence of the labor movement on cation. (1980, 1998) the growth of the United States should be an integral part of the curriculum in our B-55. Education on Peace and schools. International Understanding The Association urges teachers, cur- The National Education Association riculum committees, and authors to in- believes that the United States and the clude material that accurately presents the other nations of the world should promote important contributions to our country’s peace and international understanding. history and growth that have been pro- Educational strategies for teaching peace vided by the unions involved in the labor and justice issues should include the role movement and the individuals who led of individuals, social movements, inter- that movement. (1988, 1996) national and nongovernmental organizations in the peaceful resolution of conflict, B-52. Metric System and the use of fact finding and reconcilia- The National Education Association tion processes to help with the healing of believes in the adoption of the Interna- wounds caused by conflicts. tional System of Units (SI metric system). The Association also believes that ed- The Association advocates that the SI ucational materials should include activi- system be taught at all educational levels. ties dealing with peaceful resolution of (1969, 1996) conflict, the effects of nuclear weaponry and other weapons of mass destruction, B-53. Accurate United States and strategies for disarmament, methods to World Maps achieve peace, historical examples of fact The National Education Association finding and reconciliation processes, and believes that all visual representations consideration of current situations where using maps of the United States should such processes could be of value. Such depict all fifty states and Puerto Rico in curricular materials should also cover their correct geographic location and rel- major contributing factors to conflict, ative size. The Association also believes such as economic disparity, demographic that maps of the world should accurately variables, unequal political power and re- depict national boundaries and names of source distribution, and the indebtedness countries. (1995, 2005) of the developing world. (1982, 2005)

B-54. Driver Education B-56. Genocide The National Education Association The National Education Association believes that driver education courses that deplores any act of genocide, which is the

227 Resolutions deliberate and systematic eradication of environment, in which students are treat- members of any group based on culture, ed with dignity, will provide them with ethnicity, national origin, political affilia- a positive learning experience. Effective tion, race, religion, and sexual orientation/ disciplinary procedures enhance high ex- gender identification. Acts of genocide pectations and quality instruction, there- must be acknowledged and taught in order by promoting self-control and responsible to provide insight into how such inhuman- behavior in students while ensuring the ity develops, prevent its occurrence, and right of all students to due process and an preclude its recurrence. (1993, 2005) orderly learning environment. The Association promotes the study, B-57. The Holocaust development, and funding of a variety of The National Education Association effective discipline procedures. The As- believes that a way to prevent events that sociation also believes that its local affili- have caused great human misery, such ates, in conjunction with other stakehold- as the Holocaust, is to teach all students ers, should develop guidelines for effective about the Holocaust not only as an histori- disciplinary techniques. The Association cal event but also as a means of providing further believes that governing boards, in insight into how inhumanity of this mag- conjunction with local affiliates, parents/ nitude develops. The Holocaust must be guardians, students, education employees, taught so that never again can doubt of its and community members, should develop occurrence be raised and never again can policies and standards that provide the like action occur. (1981, 1993) necessary administrative support to education employees for the maintenance of LEARNING ISSUES NOT RELATED a positive, safe school environment. TO SPECIFIC DISCIPLINES The Association condemns the misuse of discipline as a means of excluding stu- B-58. Homework dents from the school setting until other The National Education Association methods of behavioral intervention have supports the assignment of homework as been exhausted. This does not preclude one means of reinforcing and furthering the removal of the offender from the classroom instruction and learning. school setting to protect other students The Association believes that the type and education employees. Disruptive and the amount of homework assigned students should not be placed in voca- should be determined by the classroom tional, technical, unified arts, or special teacher and be appropriate to a student’s education classes solely for the purpose of developmental level. (1985, 1990) solving disciplinary problems. The Asso- ciation believes that corporal punishment B-59. Discipline should not be used as a means of disci- The National Education Associa- plining students. (1975, 2000) tion believes that a safe and orderly

228 Resolutions

B-60. Conflict Resolution Education and share the accountability. The National Education Association b. Education employees are afforded supports the adoption and use, at all edu- released time and/or compensation in cational levels, of proven conflict resolu- order to have opportunities to work with tion strategies, materials, and activities colleagues on a regular basis throughout by school districts, education employ- the school year on how to teach and assess ees, students, parents/guardians, and the student proficiency in the standards. school community to encourage nonvio- c. Full funding and resources are lent resolution of interpersonal and soci- provided. etal conflicts. d. Curriculum includes, but is not The Association recognizes the im- limited to, required standards. Standards portance of students having the appropri- are introduced into the curriculum at a ate social skills necessary to participate rate that allows education employees op- in a democratic society. Programs that portunities to adapt their practice, work teach the skills of positive social interac- with each other, and pilot the work in a tion should be incorporated into academic concerted fashion. programming. (1986, 2004) e. Appropriate attention is given to each student’s progress toward attaining B-61. Standards for Student the standards and to his or her needs and Learning developmental level. The National Education Association f. Age appropriate placement, when believes in high standards that describe used, includes appropriate interventions clear expectations for what students should and supports designed to enhance skills know and be able to achieve. Throughout in order to achieve grade level. the implementation of content and per- g. Professional development is pro- formance standards, all students must be vided for all education employees to help provided the instructional opportunities align their practices to the standards. and learning conditions necessary to at- h. Education employees participate in tain the standards. The Association sup- the review and refinement of standards ports the development and use of a variety and assessments. of assessments that are appropriate to the i. Achievement gaps are eliminated. standards. (1997, 2005) The Association also believes that state and local affiliates must participate in the B-62. Assessment of Student planning, development, implementation, Learning and refinement of standards, conditions, The National Education Association and assessments to ensure that— supports ongoing comprehensive assess- a. Students, parents/guardians, edu- ment of student growth. A student’s level cation employees, community members, of performance is best assessed with au- and governmental officials are involved thentic measures directly linked to the

229 Resolutions lessons teachers teach and the materials the quality of education and instruction teachers use. for students. Standardized tests, whether The Association believes that the pri- norm-, criterion-, or standards-referenced, mary purposes of assessment are to— can validly assess only a limited range of a. Assist students and their parents/ student learning. Therefore, they should guardians in identifying the students’ be only an adjunct or supplement to in- strengths and needs formation obtained through school- and b. Encourage students to become life- classroom-based assessment conducted long learners by teachers for purposes of supporting c. Measure a program’s effectiveness, and strengthening instruction as well as communicate learning expectations, and for summarizing and evaluating student provide a basis for determining instruc- learning. Standardized tests are most tional strategies useful when designed by the educational d. Develop appropriate learning expe- professionals closest to the classroom riences for students. and integrated with assessment informa- The Association also believes that no tion specific to local programs. Affiliates one measure should be used to determine should advocate for, and states and test a student’s performance. Teachers should designers should employ, a variety of utilize a variety of measures to accurately developmentally appropriate assessment assess student growth. All methods of techniques that allow necessary accom- assessment shall provide the necessary modations, modifications, and exemptions accommodations, modifications, and ex- and are bias-free, reliable, and valid. When emptions, and be free of cultural, racial, a test and/or assessment is mandated at the and gender biases. local, state, or national level, it should be The Association further believes that reviewed by a panel of appropriate subject classroom teachers must be involved in area specialists and teachers to ascertain the development of assessment systems the relevance of the test to the subject area and are best qualified to determine the and be used only to evaluate a program’s criteria for assessment of students and effectiveness toward meeting local, state, dissemination of results. Instruments or national standards and/or goals. used to communicate student progress The Association also believes that, in must be accurate and meaningful to stu- order for standardized achievement tests dents, parents, and other stakeholders. and/or assessments to support quality (1981, 2006) education— a. Standards must be prioritized B-63. Standardized Testing of to support effective curriculum, instruc- Students tion, professional development, and The National Education Association assessment. believes that standardized tests and/or as- b. Stakeholders must determine high sessments should be used only to improve priority standards. These standards must

230 Resolutions be clearly and thoroughly described so j. Every student is required to be that the knowledge and skills students tested every year need to demonstrate are evident. k. Students and parents/guardians are c. Valid results of assessment of high- not provided with a complete report of the priority standards must be reported stan- individual student’s test results dard-by-standard for each student, school, l. Time required to administer the and district. test exceeds reasonable and appropriate d. The breadth of the curriculum must limits for the age of the student be monitored to ensure that attention is m. Test preparation impedes or dis- given to all standards and subject areas, courages learning, constrains the cur- including those that are not assessed. riculum in ways that threaten the quality e. Progress should be continually of teaching and learning for students, or monitored to ensure that assessments are limits and/or curtails future educational appropriate for the purposes for which opportunities of learners they are intended. n. Scores are used to track students The Association opposes the use of o. Students with special needs or lim- standardized tests and/or assessments ited English proficiency are required to when— take the same tests as regular education a. Used as the criterion for the reduc- students without modifications and/or action or withholding of any educational commodations. funding The administration of a standardized b. Results are used to compare stu- test and/or assessment includes the re- dents, teachers, programs, schools, com- sponsibility to educate the stakeholders munities, and states about the purpose of the test, the mean- c. Used as a single criterion for high- ing of the test results, and the accurate stakes decision making, such as gradua- interpretation of its conclusions. The As- tion requirements or grade promotion sociation further believes that students, d. The results lead to sanctions or oth- parents/guardians, teachers, administra- er punitive actions tors, schools, and school districts should e. Arbitrary standards are required not be penalized for parents/guardians ex- f. They do not match the motor skills ercising their legal rights to exempt their and/or academic developmental levels or children from standardized tests and/or language proficiency of the student assessments. The Association believes g. Student scores are used to evaluate that states should be encouraged to make teachers or to determine compensation or test items public after they are no longer employment status used. (1978, 2004) h. Programs are specifically designed to teach to the test i. Testing programs or tests limit or supplant instructional time

231 Resolutions

B-64. Student Assessment courses of study. Programs in Higher Education The Association strongly opposes— The National Education Association a. The use of student assessment believes that student assessment programs programs to deny access to, or exclude in higher education, properly designed students from, educational opportunities and administered, can be crucial tools b. The use of any single test to deny for diagnosing student and institutional access to regular credit classes needs, improving instruction and coun- c. The use of student assessment pro- seling services, and designing long-range grams for the purpose of evaluating fac- plans. The Association also believes that ulty, academic programs, or institutions. such student assessment programs in (1995, 2001) higher education should— a. Be designed institutionally rather B-65. School Library Media than by the state Programs b. Be planned, designed, implement- The National Education Association ed, and evaluated by faculty believes every student must have a com- c. Be implemented in accordance with prehensive school library media program collective bargaining contracts where within his or her educational setting. This such contracts exist program should include a certified/li- d. Be sufficiently flexible to accom- censed school library media specialist and modate the cultural, economic, and lin- qualified education support professionals; guistic diversity among students a variety of print, nonprint, and electronic e. Provide tests appropriate for stu- resources to supplement and complement dents with identified learning disabilities curricular, personal, and leisure needs; f. Provide faculty with information to relevant technology; and instruction in improve individual student learning styles library research and information skills. and aptitude. The Association believes that school li- The Association supports student as- brary media programs are negatively im- sessment programs in higher education pacted if a media specialist does not have only if— a substitute during his or her absence. a. They are accompanied by adequate The Association encourages increased funding for remedial programs and ad- funding for school library media pro- visement. grams from federal, state, and local gov- b. Remedial programs are designed ernments as well as other sources such as and provided to meet the deficiencies public and/or private partnerships. (1980, identified through assessment. 2005) c. Advisement is designed and provided to link the remediation of indi- B-66. Media vidual students to the completion of their The National Education Association degrees, certificates, or other appropriate believes that the media has a significant

232 Resolutions effect on the education of the public. The Association also believes that— The Association also believes that the a. Education employees must have media has an obligation to provide full, access to necessary technology for man- constructive, balanced, and accurate aging and advancing instruction. Such presentations to the public. The Associa- technology must be compatible with and tion further believes that the concentra- on at least the same level as technology tion of media ownership within a limited in general use outside education. Further, number of individuals or corporate enti- education employees should be provided ties is not conducive to the presentation of training, encouragement, time, and re- divergent views and opinions. sources to experiment with and to re- The Association supports the media’s search applications of technology in order right to protect information and sources to integrate technology into all curricula of information from mandated disclo- as a regular part of the instructional day. sures and search and seizure. b. Education employees, including The Association believes that media representatives of the local affiliate, must should be accessible to all. Visual media be involved in all aspects of technology should include closed captioning for the utilization, including planning, materials deaf/hard of hearing and read-along cap- selection, implementation, and evaluation. tions on children’s commercial and edu- Additional preparation time and ongoing cational programs. (1969, 2004) technological support must be granted to teachers using technology to enrich their B-67. Technology in the Educational instruction. Further, classroom teachers, Process higher education faculty, and library/me- The National Education Association dia specialists must have collaborative believes that technology in the education- planning time. al process improves the learning oppor- c. Teacher preparation in instruction- tunities for students, improves the quality al technology, including the development of instruction, and improves the effective- of effective materials, and appropriate in- ness of education employees. Technology structional strategies must be included in can provide opportunities to reduce edu- college and university programs. cational inequities. d. Ongoing professional development The Association supports increased must be provided for education employees federal, state, and local resources, along in the use, integration, and applications of with public/private partnerships, to technologies to enhance instruction. fully fund equipment purchases/leases/ e. Students must have access to and upgrades, maintenance, technical sup- instruction in technology and the respon- port, training, evaluation, and staffing to sible use of technology. Further, there support the full use of technology in pub- must be equity in training, funding, and lic schools, public colleges, and public participation for all students. universities.

233 Resolutions

f. Instructional technology should be devices during the school day. Such guide- used to support instruction and must be lines should promote respect for privacy, directed by a licensed teacher. intellectual integrity, and a positive learn- g. Instructional technology should be ing environment. (2006) used to improve the learning opportunities for students, the quality of instruction, B-69. Internet Access and/or the effectiveness of education em- The National Education Association ployees, rather than to reduce positions, believes that every school classroom, of- hours, or compensation. fice, teacher workroom, and library/me- h. The evaluation of education em- dia center should have affordable, high- ployees in any technological program speed, seamless, and equal access to the should be conducted openly, be tailored Internet. to the medium, and meet the require- The Association also believes that edu- ments of the local collective bargaining cation employees are essential to the devel- agreement or evaluation policy. opment of an acceptable use policy (AUP) i. The impact of technology, telecom- and to the appropriate use of the Internet. munications, and distance education on The Association further believes that education employees should be subject to an AUP that requires the signatures of local collective bargaining agreements. parents/guardians and students must be j. Education employees’ participation in place before allowing student access. in distance education must be mutually es- The Association believes that Internet tablished in employer policies, locally ne- access and activities should be age appro- gotiated agreements, and/or other sources priate and monitored and should foster that establish the terms and conditions of critical use. Any documentation material employment for education employees. produced as a result of Internet access k. Equity and freedom of access to should be properly cited and comply with information unimpeded by geographic, copyright laws. (1993, 2000) economic, social, or cultural constraints is essential. B-70. Distance Education l. Education employees should own The National Education Association the copyright to materials that they create believes that quality distance education in the course of their employment. (1981, can create or extend learning opportuni- 2005) ties but is not an alternative to traditional education that allows for regular face-to- B-68. Cell Phones and Personal face interaction among students, peers, Communication Devices in Schools and instructors. The National Education Associa- The Association opposes arrange- tion believes that schools should develop ments whereby elementary, secondary, guidelines for the appropriate use of cell and undergraduate students receive all or phones and personal communication most of their education through distance

234 Resolutions education and rarely, if ever, convene in student performance and act as a liaison an actual classroom. The Association rec- to the distance education instructor ognizes that exceptions may be warranted 3. Accurate course descriptions in particular cases. and clear expectations prior to enroll- The Association also believes that ment students must be able to participate in 4. Reasonable student to instructor distance education on an equitable ba- ratios that allow for individualized inter- sis without regard to social or economic action with instructors status. 5. Opportunities for appropriate The Association further believes student-to-student interaction that the following principles represent 6. Courses that are as rigorous as a framework to ensure quality distance similar courses delivered by more tradi- education: tional means a. Distance education courses should 7. Courses that meet accreditation be managed to ensure effective student standards. and school participation, provide for regu- d. Support systems should provide lar interaction between students and their resources to instructors, students, and instructors and online classmates, and of- parents that are comparable to those that fer opportunities for offline activities. would accompany face-to-face courses, b. Teachers who provide distance as well as any additional support neces- education at the elementary/secondary sary for the online environment. school level should be licensed in the sub- e. Multiple mechanisms, including ap- ject matter taught and be skilled in learn- propriate technological safeguards, should ing theories, technologies, and teaching be used on a regular basis to validate and pedagogies appropriate for an online en- authenticate student work. (1997, 2004) vironment. Ongoing professional development is essential to ensure that teach- B-71. Communication Between ers maintain the skills appropriate for an Hearing and Deaf/Hard of Hearing online environment. People c. Students who take distance edu- The National Education Association cation courses should receive the prepa- believes that the lack of communications ration and support necessary to enable between hearing and the deaf/hard of them to function effectively in an online hearing has detracted from the potential environment, which at a minimum should of a broadly distributed group to contrib- include— ute fully to our total society. 1. Appropriate equipment, techni- The Association recommends that cal support, libraries, and laboratories instruction be given to hearing students, 2. Appropriate services for el- staff, and administrators that will help ementary/secondary students, including them understand the unique needs of all on-site education employees to monitor deaf/hard of hearing people and will help

235 Resolutions hearing students, staff, and administra- information that indicates— tors communicate with deaf/hard of hear- a. Educational plans, goals, special- ing people. ized programs, and/or services The Association also believes that b. Assessment data American Sign Language should be c. Attendance and cumulative records offered as a foreign/world language elec- d. Immunizations and health needs tive credit at both high school and college e. Legal stipulations/restrictions levels. f. History of disciplinary incidents The Association further believes that and violence-related behavior. (1980, educational sign language interpreters/ 2004) transliterators must be qualified professionals who are licensed, state credentialed, or B-74. Classroom Use of Animals nationally certified. (1974, 2004) The National Education Association believes that educators at all levels should B-72. Credit-Hour Evaluation implement guidelines concerning the hu- The National Education Associa- mane use of animals in the classroom. tion believes that the different methods The Association urges that teachers of assigning credit hours as used by the encourage compassion and respect for all nation’s colleges and universities often living things. (1989) cause difficulties in the evaluation of tran- scripts. The Association therefore urges B-75. Home Schooling the nation’s colleges and universities to The National Education Association develop, in cooperation with the Associa- believes that home schooling programs tion, a uniform formula to evaluate credit based on parental choice cannot provide hours. (1977, 1986) the student with a comprehensive education experience. When home schooling B-73. Transfer of Student Records occurs, students enrolled must meet all The National Education Association state curricular requirements, including supports the development of an effective the taking and passing of assessments process for the transfer of student records. to ensure adequate academic progress. To expedite the confidential information Home schooling should be limited to the exchanges between schools when stu- children of the immediate family, with dents transfer, the process should follow all expenses being borne by the parents/ a national format designed by educational guardians. Instruction should be by per- and legal professionals. This process must sons who are licensed by the appropriate protect the rights of students and should state education licensure agency, and a facilitate the continuity of their educa- curriculum approved by the state depart- tion. ment of education should be used. The Association believes that school The Association also believes that and education employees must receive home-schooled students should not

236 Resolutions participate in any extracurricular activi- In addition, the Association advocates ties in the public schools. efforts to develop uniform symbols that The Association further believes that make clear to consumers which food local public school systems should have choices promote good nutrition. the authority to determine grade place- The Association further believes ment and/or credits earned toward gradu- school food service programs must be nu- ation for students entering or re-entering tritionally sound, appealing, and afford- the public school setting from a home able. A choice of nutritious plant-based school setting. (1988, 2006) foods should be available. The Associa- tion also supports nutrition programs that C. PROMOTE THE HEALTH AND are regulated by uniform standards, read- WELFARE OF CHILDREN AND/OR ily accessible, and are supported by pub- STUDENTS lic funds. The Association believes that changes HEALTH, WELFARE, SAFETY in the way public funds are allocated for school food service programs must main- C-1. Health Care for All Children tain quality and appropriate levels of ser- The National Education Association vice as well as support additional funding, believes that every child should have di- given projected increases in population rect and confidential access to compre- and need. (1990, 2006) hensive health care. The Association also believes that C-3. Substance Abuse such health care should be provided by The National Education Associa- properly licensed physicians and by other tion opposes inhalant abuse and drug properly licensed health professionals. abuse, including alcohol and tobacco de- The Association further believes that pendency. legislation should be adopted to provide The Association supports— comprehensive health care to all children. a. Standardization of drug laws, in- (1990, 1997) cluding the sale and distribution of drugs b. Prohibition of the production, sale, C-2. Nutrition and distribution of drug paraphernalia The National Education Association c. Improvement of drug prevention believes that proper nutrition is essential and rehabilitation programs to child development and student success. d. Mandated drug rehabilitation pro- The Association also believes that proper grams for any violation or conviction, nutrition must be a part of prenatal care whether civil or criminal, resulting from and must continue throughout life. the possession or use of a controlled The Association supports programs substance within the education framework that pro- e. Research on the genetic and neuro- mote understanding of proper nutrition. logical damage done to children through

237 Resolutions parental substance abuse and the impact should be smoke-free and that taxes on on student learning and behavior tobacco products should be increased. f. Appropriate educational expe- (1994, 2002) riences to educate students about the serious consequences of participating in C-5. Family Stability for Children any aspect of the illegal drug trade The National Education Association g. Testing and regulation of perfor- believes that it is in the best interest of mance-enhancing dietary herbal supple- all children to live in a secure and stable ments. family environment. Every effort should The Association also opposes the il- be made to provide a family with the sup- legal use of drugs and substances and portive services it needs to allow it to stay believes that severe penalties for illegal together and care for the child in a safe, production, distribution, and sale should nonabusive and nurturing environment. be strictly enforced. In the case of custodial and noncusto- The Association also supports strict dial parents, the Association recognizes enforcement of the legal drinking age and the vital role both parents can play in the the laws governing the sale of alcoholic development of their children. The As- beverages in each state and supports fed- sociation encourages the judicial system eral legislation to establish a uniform le- to recognize the crucial role both parents gal drinking age of 21. can play in that development when legally The Association further supports strict appropriate. enforcement of laws governing the sale of In consideration of these roles, the tobacco products and believes that federal placement of children should be deter- legislation should be established to create mined by a number of qualitative and a uniform age of 18 for purchase, posses- quantitative standards that are both sion, or use of tobacco products. (1972, measurable and without regard to either 2003) parent’s gender. If a child’s immediate family and/or C-4. Tobacco Products extended family is unable to care for him The National Education Association or her, the Association also believes that believes that education employees should the child may need temporary foster care play a key role in nationwide efforts to while, at the same time, efforts are made educate young people about the dangers to work with the family toward reunifica- of tobacco use and secondhand smoke. tion with the child. The Association also believes that all The Association further believes that governmental promotion of, subsidies for, parents who place children in foster care and involvement in production and distri- must be accountable for their efforts to re- bution of tobacco products should cease. habilitate themselves and indicate, through The Association further believes their actions, that they are working toward that all places of public accommodation the return of the child to the home.

238 Resolutions

The Association believes that, if it be- C-8. Community Violence comes clear that a family is not able to The National Education Association make a home for a child and is unable to believes that children who are exposed to resume parenting, efforts should be made community violence are also its victims. for the legal release of the child for adop- Witnessing violence profoundly affects tion. (1984, 2004) children’s abilities to function at school, develop and maintain emotional stability, C-6. Dependent Children of Military and establish healthy relationships. Personnel The Association also believes that The National Education Associa- children who are bystanders to violence tion believes that parents serving in the must receive the appropriate counseling military should have adequate services and support from school and community provided to ensure that their dependent resources. (2001) children are cared for and an uninterrupt- ed education is provided in the event of C-9. Family/Domestic Violence mobilization of the parent(s)/guardian(s). The National Education Association The Association also believes that coun- condemns any form of family/domestic seling should be available for military violence and the tolerance thereof and dependents and their guardians before, believes the cycle of violence has a det- during, and after the military personnel’s rimental effect on students’ well-being. deployment overseas. (1991, 2005) School districts and communities should provide preventive training and educa- C-7. Child Care tional programs for education employees, The National Education Association students, and parents/guardians. The As- believes that all child care centers should sociation supports adequate funding and have adequate facilities, proper supervi- staffing of existing family services and sion, appropriate education programs, the creation of additional support systems and qualified, screened, and trained per- and shelters. sonnel. Child care centers should be ex- The Association believes social servic- amined and monitored on a continuous es and the criminal justice system should basis, and additional legislation should be continue to intervene actively in the cycle sought as necessary to maintain the high- of family/domestic violence. (1978, 2000) est quality child care. The Association encourages school C-10. Standards for Family/ districts and educational institutions to es- Domestic Crisis Care tablish on-site child care for preschoolers, The National Education Association students, the children of students, and the supports a full range of assistance from children of staff members. (1984, 1995) interventions to shelters for families experiencing domestic violence.

239 Resolutions

The Association advocates— understanding of the prevalence as well a. Services that include protection, as the causes, prevention, and treatment counseling, and therapy for these children of child abuse, including neglect, exploi- and families tation, incest, and physical abuse b. Adequate financial support d. Encourage the development and use c. Screening and training of potential of materials to increase student awareness foster families and shelter personnel of child abuse, neglect, and exploitation d. Immediate temporary foster care e. Require education employees to re- for children who are being abused, ne- port to appropriate authorities instances glected, or exploited of suspected child abuse, neglect, and ex- e. Continued training, supervision, ploitation while providing those employ- and evaluation of foster families and shel- ees with immunity from legal action ter personnel f. Encourage development of legisla- f. Appropriate ongoing communica- tively funded provisions for dealing with tions of pertinent information between the abusive child, adult, or institution as social service agencies and education em- well as processes, protective options, and ployees coping provisions for the abused, neglect- g. Mandated counseling for persons ed, and exploited child committing physical and/or psychologi- g. Encourage enactment of legislation cal violence. (1992, 1999) for protection of children from parents/ guardians who demonstrate neglect by C-11. Child Abuse, Neglect, and leaving them unattended/unsupervised Exploitation h. Encourage positive action from the The National Education Association marketing and media professions in elim- believes that all children should be pro- inating exploitation, commercialization, tected from the psychological and physi- and glamorization of physical, emotional, cal aspects of child abuse, neglect, and and sexual child abuse. (1974, 2000) exploitation. The Association urges its affiliates C-12. Out-of-Home Placement of to— Juveniles a. Seek clear legal definitions of what The National Education Association constitutes child abuse, neglect, and ex- believes that when juveniles are removed ploitation from the home by the juvenile justice sys- b. Encourage the development of pro- tem either for their own protection or for grams that stress the identification of, re- the commission of a status offense and porting procedures for, legal responsibili- are placed in the custody of group foster ties for, and techniques for dealing with homes or other custodial facilities, the abused, neglected, and exploited children rights of both the juvenile and the com- c. Cooperate with community organi- munity must be protected. These facilities zations to increase public awareness and must be licensed, be operated by trained

240 Resolutions and licensed personnel, meet appropri- C-15. Extremist Groups ate health and safety codes, and provide The National Education Association counseling and ancillary services for the condemns the philosophy and practices juvenile, and be nonprofit. of extremist groups and their efforts to The impact of facilities on the public recruit young people and urges active op- schools should be taken into account by position to all such movements that are licensing agencies and zoning authori- inimical to the ideals of the Association. ties. (1980, 1993) The Association also believes that the school and education employees who re- C-16. Telephone and the Internet ceive students with known serious behav- The National Education Association ior problems or violence-related potential believes that children should be protected shall be immediately informed of the vio- from exploitation via telephone and the lence potential of those students. (1992, Internet. (1989, 2006) 1994) C-17. School Facilities: Design, C-13. Protection of Infants with Construction, and Function Disabilities The National Education Association The National Education Association believes that school facilities must be believes that infants born with mentally conducive to teaching and learning. The and/or physically disabling conditions are physical environment must allow for a entitled to receive medically necessary variety of needs, including the number of treatments and services that are appropri- students, physical characteristics of stu- ate and consistent with the patient’s needs dents, changes in teaching methods, pre- and that, in accordance with accepted sentation of instruction, and an increased standards of practice, cannot be withheld use of school facilities. The Association without adversely affecting the patient’s also believes that all school facilities condition or the quality of the care. These must be well constructed, safe, energy- treatments and services should be accom- efficient, aesthetically pleasing, accessible, panied by the appropriate rehabilitation functional, and adaptable to persons with and life learning skills. (1985, 2004) disabilities. The Association supports facility designs that promote healthy indoor C-14. Child Support Payments air quality through properly designed, The National Education Association installed, and maintained ventilation sys- supports efforts of parents and local, tems and the use of nontoxic materials. The state, and federal agencies to establish Association further believes that the use, and enforce adequate child support guide- installation, and maintenance of building lines and to improve the effectiveness of materials in school facilities must be ap- collecting court-designated child support. propriate and comply with established lo- (1983, 1993) cal, state, and federal guidelines.

241 Resolutions

The Association believes that the com- be created when facilities are altered or munity, parents/guardians, and education repaired. employees must be involved through The Association believes that school site-based, shared decision making in de- districts must post MSDS and OSHA signing these facilities. Construction de- standards. Students and/or their parents/ signs should incorporate original art. guardians, education employees, and the The Association also believes that sta- public should be notified of actual and po- ble and sufficient funding must be provid- tential hazards. All stakeholders should be ed for the design, construction, adequate involved in developing a plan for correc- and ongoing maintenance, and operation tive action. The Association also believes of the school facility. (1992, 2003) in the development and enforcement of health and safety standards specifically C-18. Environmentally Safe Schools for children. (1989, 2004) The National Education Association believes that all educational facilities must C-19. Programs Before and After have healthy indoor air quality, be smoke- School free, and be safe from environmental and The National Education Association chemical hazards. believes that all children need adequate School districts should conduct peri- and appropriate adult supervision and odic testing for harmful water and air- guidance before and after school hours. borne particles/agents that are detrimen- The Association also believes that chil- tal to the health of students and education dren who have limited or no adult super- employees and shall report the results vision before or after school need local, publicly. state, and/or national programs, devel- The Association also believes in the oped and staffed by qualified and trained establishment and enforcement of stan- personnel, which include opportunities to dards of the Occupational Safety and participate in study-skill sessions, coun- Health Administration (OSHA) to ensure seling, and guidance in addition to recre- health and safety. The Association further ational activities. (1983, 1995) believes that pesticide use should be min- imized and, if used, advance notice given C-20. Prevention of Child Abduction of location and date of application. The National Education Associa- The Association supports ongoing tion believes that all children should be training and certification of education em- protected from abduction. Programs to ployees who work in potentially hazard- prevent abduction should be provided to ous situations. This training must include education employees, students, parents/ proper handling, storage, and disposal of guardians, and the community. School hazardous materials and instruction on districts should have policies and pro- Materials Safety Data Sheets (MSDS). cedures for the prevention of abduction. Additional health hazards should not (1984, 2000)

242 Resolutions

C-21. Missing Children students. Rules, regulations, and proce- The National Education Association dures must be developed, enforced, and believes that all available means must be continually reviewed and revised to en- utilized to locate missing children. The sure it. In addition to an annual bus in- Association also believes that local and spection, the proper agencies should also state affiliates should work cooperatively conduct random bus inspections. Buses with local programs and/or authorities to that transport students, especially pre- raise the public’s consciousness about the school-aged students and/or students with missing-children crisis. disabilities, should be equipped appropri- The Association further believes that ately. (1977, 2006) the voluntary fingerprinting of children should be conducted in a nonthreatening C-23. Comprehensive School environment and that completed finger- Health, Social, and Psychological print cards should be given to the parent/ Programs and Services guardian. (1981, 2000) The National Education Association believes that every child should have di- C-22. School Transportation rect and confidential access to compre- The National Education Association hensive health, social, and psychological believes that free transportation should be programs and services. Such programs provided for all public school students re- and services must be interactive and coor- siding beyond a reasonable and safe walk- dinated within and between school, home, ing distance from their assigned schools, and community settings. School and com- and that local school districts should pro- munity efforts must also be integrated to vide students with transportation for all promote the well-being of children and school-related activities. youth and to build support for school and All school bus personnel who are uti- community health programs. lized to transport students should be pub- The Association also believes that licly employed. schools should provide— The Association also believes that, if a. A healthful psychological climate necessary for the safety of the students, and a safe physical environment paid bus assistants should be provided. b. Food services that provide nutri- Qualified substitute drivers and/or bus tious meals and that help students to se- assistants must be provided to transport lect nutritionally appropriate foods. students in the absence of members of the The Association further believes regular transportation staff. When trav- that programs in the schools should eling to all school related activities, the provide— group’s sponsor or chaperone should not a. A planned, sequential, pre-K be the group’s bus driver. through 12 health education curriculum The Association further believes that promotes sound nutrition and that in safe and orderly transportation of includes education concerning the health

243 Resolutions risks associated with obesity and eating with adjustments to safely accommodate disorders students with special health needs and b. A planned, sequential, pre-K chronic illness through 12 health education curriculum e. Comprehensive school-based, com- that integrates various health topics (such munity-funded student health care clinics as drug abuse, the dangers of perfor- that provide basic health care services mance-enhancing dietary herbal supple- (which may include diagnosis and treatments, violence, safety issues, universal ment) to supplement school nurses precautions, and HIV education); that is f. If deemed appropriate by local taught by teachers specifically prepared choice, family-planning counseling and to teach the subject; and that enables stu- access to birth control methods with in- dents to develop the essential knowledge struction in their use and skills to maintain personal, family, g. Coordination with community and community health agencies for support and follow-up activi- c. A planned, sequential, pre-K ties. through 12 physical education curriculum The Association also believes that all d. Worksite health promotion to im- health, social, and psychological services prove the health status of school staff to must be provided only by appropriately set an example for desired student behav- licensed and certificated professional per- iors. sonnel. The Association further believes The Association believes that services that education employees, parents/guard- in the schools should include— ians, students, and personnel from com- a. Counseling programs that provide munity agencies providing services to developmental guidance and broad-based students must be involved in the develop- interventions and referrals that promote ment, implementation, and coordination the physical and psychological health of of these services. students The Association urges its affiliates to b. Services that identify, diagnose, support legislation to provide compre- and resolve learning disabilities hensive care to all children and supports c. Health services provided by a li- community, state, and national efforts to censed professional school nurse that coordinate these services. (1969, 2006) promote the health of students through prevention, case finding, early interven- C-24. School Guidance and tion, and remediation of specific health Counseling Programs problems; that provide first aid and triage The National Education Association of illness and injuries; and that provide believes that guidance and counseling health counseling programs should be integrated into the d. A nurse-to-student ratio at each site entire education system, pre-kindergarten that is at least one school nurse to every through higher education. Such programs 750 students in the school population should be provided through a maximum

244 Resolutions counselor/student ratio of 1:250 by appro- be safe from physical, verbal, and psycho- priately certified and/or licensed school logical violence, the threat thereof, and all counselors who have been trained to forms of harassment. There must be pro- support students in realizing their full cedures to prevent and eliminate all types potential in all areas of growth and of harassment that might occur. Plans and achievement. School counselors should procedures regarding discipline and/or spend at least 80 percent of their time pro- harassment must include due process. viding guidance and counseling services The Association further believes that to students. (1987, 2004) both schools and school districts must have written discipline plans and procedures C-25. Student Stress and Anger that are fair, equitable, and consistently The National Education Association enforced as well as procedures for the believes that increasing mental, emotion- safe and orderly conduct of school activi- al, and environmental pressures result in ties and events. The Association believes drug and alcohol abuse, violence, vandal- that there must be written safety plans for ism, school dropouts, and suicide among crisis situations. Crisis plans must be de- children and youth. veloped at each school site by school per- The Association also believes stress sonnel, administrators, students, parents/ and anger management programs, includ- guardians, community members, and ing follow-up support, that address the emergency personnel. Plans must include needs of children within both school and stress management/counseling strategies community settings, should be provided. as follow-up care for students and staff Professional development to prepare edu- when crisis situations occur. These cri- cation employees and training for parents/ sis plans must be provided to police and guardians is necessary to help students fire departments and other community deal with stress and anger. (1980, 2002) agencies that might be called upon in a crisis situation. Parents/guardians must C-26. Safe and Orderly School be made aware of the existence of these Climates and Communities crisis plans. The National Education Association The Association also believes that stu- believes that a safe and effective school dents must be taught strategies and skills, climate is necessary for promoting edu- including conflict resolution, that develop cational excellence in public schools. respect, self-discipline, and self-con- The Association also believes that all trol. Students must learn to distinguish education employees, parents/guardians, between their own rights and responsi- students, school governing boards, and bilities and the rights and responsibilities community members and agencies must of others. There must be appropriate ser- work cooperatively to establish and main- vices and placement within regular edu- tain safe and orderly school communities. cation and alternative education programs Students and education employees must and/or with state and/or community

245 Resolutions agencies for students who disrupt the high incidence of teen prostitution. These learning environment or who are danger- services and programs shall be staffed by ous to other students, education employ- trained personnel. (1988, 2002) ees, and themselves. The Association further believes that C-28. Suicide Prevention Programs appropriate school behavior begins and The National Education Association is reinforced in the home. Parents/guard- believes that suicide prevention programs ians of children who are disruptive often including prevention, intervention, and need support and training in order to re- postvention must be developed and im- duce inappropriate behavior and increase plemented. The Association urges its af- student learning. Programs that provide filiates to ensure that these programs are assistance and training in child develop- an integral part of the school program. ment, effective parenting skills, and strat- (1989, 1992) egies for dealing with disruptive students must be available for parents/guardians. C-29. Youth Camp Safety Schools can be instrumental in identify- The National Education Association ing and recommending strategies that can believes that all youth camps must pro- assist parents/guardians. The Association vide proper supervision and instruction as believes that a safe and effective school well as secure facilities that meet current has a positive environment in which safety and health standards. education employees, students, parents/ The Association urges its members guardians, and the community care for, to support legislation establishing guide- communicate with, respect, understand, lines that require that all camp personnel and trust each other. (1994, 2004) be qualified and trained for their areas of responsibility. (1976, 1987) C-27. Student Sexual Orientation and Gender Identification STUDENT RIGHTS/CONCERNS The National Education Association believes that all persons, regardless of C-30. Student Rights and sexual orientation or gender identifica- Responsibilities tion, should be afforded equal opportu- The National Education Association nity and guaranteed a safe and inclusive believes that basic student rights include environment within the public education the right to free inquiry and expression; system. The Association also believes due process; gender equity; freedom of as- that, for students who are struggling with sociation; freedom of peaceful assembly their sexual orientation or gender identi- and petition; participation in the gover- fication, every school district and educa- nance of the school, college, and universi- tional institution should provide counsel- ty; freedom from discrimination; freedom ing services and programs that deal with from commercial exploitation, including high suicide and dropout rates and the the payment of subminimum wages; and

246 Resolutions equal educational opportunity. enhancing dietary herbal supplements The Association also believes that each and must provide information about sup- of these rights carries with it a compara- port services. (1987, 2003) ble responsibility. Student responsibilities include regular school attendance, con- C-32. HIV/AIDS Testing of Students scientious effort in classroom work and The National Education Association assessments, and conformance to school opposes mandatory/involuntary human rules and regulations that do not abrogate immunodeficiency virus/acquired immu- these rights. Students share with the ad- nodeficiency syndrome (HIV/AIDS) test- ministration and faculty a responsibility ing of students. (1987, 1993) to develop a climate within the school that is conducive to wholesome learning and C-33. Optimizing Students’ Time To living. No student has the right to inter- Learn fere with the education of other students. The National Education Association It is the responsibility of each student to believes that time to learn is essential in respect the rights of each person involved promoting optimum achievement in the in the educational process. schools. The Association further believes in the The Association also believes that— confidentiality of student information and a. Student absences from school have opposes its dissemination to any organi- adverse effects on program continuity, zation or institution without the consent academic achievement, and mastery by of the student and/or parent/guardian. the student. The Association urges its af- The Association believes that student filiates to work with school districts, par- rights must be safeguarded when students ent groups, other appropriate community are involved in commercial premium groups, and public agencies to develop campaigns and fundraising activities. programs to reduce student absences. (1969, 2006) b. Excessive or unusual working hours are detrimental to a student’s at- C-31. Drug and Alcohol Testing of tention span and academic achievement. Students The child labor laws, as structured by the The National Education Association Fair Labor Standards Act, must be moni- believes that mandatory drug and alcohol tored, enforced, and strengthened by lo- testing of students without probable cause cal, state, and national governing bodies. is an unwarranted and unconstitutional (1979, 1996) invasion of privacy and opposes such testing. C-34. Media, Games, Products, and The Association also believes that Children schools must immediately notify parents/ The National Education Association guardians of students suspected of abus- believes that children are an especially ing drugs, alcohol, and/or performance- vulnerable and easily exploited audience

247 Resolutions who must be protected from exposure to education employees, parents/guardians, violence, prejudice, sexual content, and and children must become critical users stereotyping by mass media, the Inter- of mass media, the Internet, and other net, and products that are accessible to products accessible to children. The As- children. sociation also encourages its affiliates to The Association is committed to work- establish media study committees to mon- ing cooperatively with media producers, itor media activities and promote positive advertisers, and manufacturers in devel- educational programming. The Asso- oping products that protect the interests ciation further encourages its affiliates to of children. The Association encourages provide means for education employees to the producers of mass media to select assist parents/guardians in the selection of and use age-appropriate subject matter in appropriate media, games, and products their products targeted at children. The for their children. (1969, 2003) Association also encourages all radio and television programming executives, when C-35. Impact of Homelessness and determining the appropriateness of pro- Poverty on Children and Youth gram subject matter and the development The National Education Association of broadcasting schedules, to consider believes that education must be provided children’s ages. The Association further for all children and youth and also believes encourages advertisers and media profes- that poverty negatively impacts children’s sionals to use standard grammar and cor- ability to learn and deprives them of the rect spelling and to refrain from the use opportunity for academic success. of stereotypical and/or discriminatory The Association further believes in the terminology and profanity. right of all children and youth, including The Association encourages the pro- those without a permanent legal address, ducers of games and toys to make explicit to an education, adequate housing, and to consumers, prior to purchase, the na- health care. ture of a product’s content through specif- The Association believes that school ic labeling. The Association also believes and community groups should work co- that regulations restricting the purchase of operatively to meet the needs of homeless games and toys based on age appropriate- and impoverished children and youth. ness should be developed and enforced. (1988, 1996) The Association deplores exposing children as consumer-test groups to violent EQUAL ACCESS interactive games and products in order for manufacturers to determine how to in- C-36. Placement of Students with crease or refine the violent content for the HIV/AIDS express purpose of increasing sales. The National Education Association The Association further believes supports establishing local policy that en- that, through media literacy education, sures a free, appropriate public education

248 Resolutions in a least-restrictive environment for all opportunity to participate in athletic students infected with the human immu- programs. nodeficiency virus (HIV) or with acquired The Association urges that athletic immunodeficiency syndrome (AIDS). funds for facilities, equipment, and remu- The Association believes that the neration of staff be allocated equally be- placement of such students in school is a tween female and male programs. (1974, medical decision that should be made on 1993) a case-by-case basis by qualified health care professionals. C-39. Reduction of Gang-Related The Association also believes that stu- Crime dents should not be refused admittance to The National Education Association school or subjected to any other adverse believes that families, schools, commu- action solely because they have tested nities, businesses, and law enforcement positive for HIV or have been diagnosed agencies have critical roles in reducing as having AIDS. (1987, 1993) gang-related crime. The Association supports collaboration among these groups in C-37. Extracurricular Participation an effort to reduce such crime. The National Education Association The Association also supports edu- believes that the successful completion of cational programs that promote positive an academic program is the first priority self-image and academic success—such for all students. as dropout prevention/intervention, be- The Association also believes that all fore- and after-school programs, and job schools, colleges, universities, and par- training— particularly for at-risk students ents/guardians must accept their educa- in areas where there is a high degree of tional responsibilities to student athletes gang activity. and participants in other extracurricular The Association also believes that activities. These students should not be the business community has an impor- exploited for economic and/or personal tant role in reducing illegal activities by gain. gangs. The Association further supports The Association further believes that programs that lead to meaningful job op- there should be fair and equitable eligibil- portunities for youths. ity requirements for student participation The Association further believes that and student progress should be monitored law enforcement agencies should be active frequently. (1984, 2000) participants in education and employment programs to reduce gang-related crimes. C-38. Gender Equity in Athletic The Association believes that federal, Programs state, and local governments should de- The National Education Association velop and implement education and youth believes that at all educational levels fe- employment programs in helping to reduce male and male students must have equal illegal activities by gangs. (1988, 1994)

249 Resolutions

C-40. Juvenile Offenders C-41. Advertising of Alcoholic The National Education Association Beverages and/or Tobacco believes that juvenile offenders who are Products convicted of serious crimes and who are The National Education Association contained in detention centers should be believes that all forms of advertising of al- provided a healthy environment condu- coholic beverages and/or tobacco products cive to positive social change. should be eliminated. The Association The Association also believes that also believes that individual performers these juveniles, while in this environ- and organizers of concerts and sporting ment, should be provided with education events should refrain from advertising programs and other support services that and/or endorsing alcoholic beverages will enable them to become contribut- and/or tobacco products. (1990, 2002) ing members of society. Teachers of these youths must be prepared to provide D. PROMOTE PROFESSIONAL instruction in life skills and learning EXCELLENCE AMONG EDUCATORS skills. Juvenile offenders who pose a threat to PROFESSIONAL PREPARATION the health and safety of others and who are not placed in these centers should be D-1. The Teaching Profession provided educational services in an ap- The National Education Association propriate alternative setting rather than believes that the teaching profession is the regular public school setting. a cornerstone of society. The goal of the The Association supports the place- profession must be to provide the high- ment of juveniles who are not charged est quality of education to all students. with any offense or those who are status To achieve this goal, the profession must offenders in separate facilities from those be composed of individuals who meet the persons who are charged with criminal highest standards. These standards must offenses. be established, maintained, and governed The Association also supports ad- by the members of the profession and must equate funding for programs that provide apply to recruitment, teacher preparation, alternatives to incarceration, discour- induction, professional development, age recidivism, and engage juveniles in evaluation, practice, and accountabil- positive behavior management activities ity. Members of the teaching profession and community-based rehabilitation that must assume expanded leadership roles include counseling and community and must have the time, resources, and services. (1988, 2004) decision-making authority to provide the highest quality of learning for each student. This goal can be achieved by the profession in partnership with other education employees, parents/guardians, the

250 Resolutions community, the district, and the state. D-3. Teacher Preparation for (1998, 2000) Education Support Professionals The National Education Associa- D-2. Teacher Preparation Programs: tion believes that education support Recruitment professionals are an integral part of the The National Education Association student’s learning process and, there- believes that strong programs of teacher fore, would make excellent candidates for recruitment are necessary to maintain teacher preparation programs. and enhance the teaching profession. The Association also believes that af- Such programs should emphasize the re- filiates should support the development of cruitment of underrepresented candidates programs, resources, and funding to assist and should include a policy of affirmative those education support professionals who recruitment. Preteaching programs and wish to obtain a college degree and fulfill recruitment efforts should be developed at the requirements necessary to become high schools and community/junior col- licensed classroom teachers. leges in conjunction with institutions of The Association encourages licensed higher education with teacher preparation colleagues to act as a support system for programs. These efforts should include such programs. (1999) the active participation of practicing pre- K through 12 teachers. D-4. Teacher Preparation Programs: The Association also believes that in- Admissions dividuals interested in teaching as a ca- The National Education Association reer should attend institutions accredited believes that requirements for admission by the National Council for Accreditation into teacher preparation programs must of Teacher Education (NCATE). Counsel- be based upon standards established and ors and advisers should inform students maintained by the profession. These re- of the advantages of attending NCATE- quirements must be rigorous yet flexible accredited institutions. enough to allow admittance to those who Federally financed loan and grant pro- demonstrate potential for effective prac- grams should be established to encourage tice. The requirements and the selection students to become professional educa- process must be nondiscriminatory. tors. Progressive forgiveness of the loan The Association also believes that should be based upon the number of years admission to teacher preparation proof professional service. grams should be based on multiple con- Grants should be secured from both siderations, such as recommendations public and private sources to assist stu- of faculty, grade-point average, personal dents planning to pursue a career in edu- interviews, portfolio reviews, and recom- cation. (1990, 2000) mendations of persons in related fields. Standardized achievement test scores must not be the sole basis for admission.

251 Resolutions

The Association urges appropriate d. Include a policy of affirmative state agencies to monitor projected needs recruitment by certification areas and to inform teach- e. Include tests, reports, student teacher preparation institutions of those needs ing, portfolio reviews, and other measures on a continuing basis. Teacher preparation of performance designed to assess prog- institutions should counsel and prepare ress in acquiring the knowledge and skills prospective teachers in numbers consis- necessary for effective teaching tent with projected needs. (1970, 2000) f. Require courses in the liberal arts, subject or grade-level specialty, reading, D-5. Teacher Preparation Programs: methodologies for the instruction of stu- Affiliate Participation dents with limited English proficiency, The National Education Association and professional studies that include believes that its affiliates and members learning theories, curriculum design, should be involved in teacher educa- classroom management, behavior man- tion preparation and accreditation at the agement, discipline, student assessment, national, state, and local levels. The As- school accountability, school law, and sociation also believes that its affiliates teaching techniques and licensed educators with teaching g. Include instruction and field experience should participate at the col- experience in the uses of appropriate lege/university level in the design, imple- technology for managing and advancing mentation, and improvement of teacher instruction education programs. (1970, 2001) h. Include instructional content and experience that address our multicultural, D-6. Teacher Preparation Programs: multi-ethnic diversity, recognize the con- Content and Evaluation tributions of ethnic and other minorities, The National Education Association and provide techniques for teaching cul- believes that teacher preparation pro- turally diverse students grams must— i. Involve students preparing to teach a. Involve practicing, licensed pre-kin- in recognizing biases and acquiring the dergarten through adult education teachers necessary skills and knowledge to assist in the design, implementation, evaluation, them in creating a bias-free environment and systematic change of the program j. Include instructional content and b. Involve students preparing to teach experience in research and information in the evaluation and improvement of the skills, group processes, shared decision program making, strategic planning, the dynam- c. Involve teacher educators who are ics of intergroup communications, peace licensed and practicing in their field of and conflict resolution, human growth expertise and who also demonstrate prac- and development, the changing role of the tical knowledge of schools and classroom family, exceptional behaviors, and human teaching relations

252 Resolutions

k. Include a variety of field experienc- profession and be prepared to teach. es throughout the preparation program Clinical practice contributes to enhanced culminating in clinical practice student learning by fostering the develop- l. Include accurate instructional ment of a reflective practitioner. content on the evolution of professional The Association also believes that teacher organizations and the advances in clinical practice should include a super- the areas of job contracts, salary sched- vised student teaching experience/intern- ules, benefit programs, and working ship and a post-hiring residency of one conditions year for a prospective teacher to achieve m. Include instruction and practical full licensure. Clinical practice provides experiences in the processes, strategies, formal support, instruction, and guidance realities, responsibilities, and challenges by a faculty member in a teacher prepa- of shared decision making, problem-solv- ration program and by an experienced, ing, and strategic planning licensed pre-K through 12 teacher in the n. Include instructional content in same field of practice. awareness and educational programs of The Association further believes that all special education areas recognized by prospective teachers completing clinical federal law practice should demonstrate— o. Provide access to professional and a. A comprehensive understanding of preprofessional organizations related the central concepts and structure of the to the education profession and areas of disciplines that they teach certification b. A knowledge of how children learn, p. Promote involvement in an NEA including how their approaches to learn- Student Program local chapter that pro- ing differ vides opportunities for community out- c. The ability to provide learning op- reach, professional development, and po- portunities that support the intellectual, litical action social, physical, and personal develop- q. Be evaluated and accredited by the ment of individual students National Council for Accreditation of d. A variety of instructional strategies Teacher Education (NCATE) that encourage students to develop criti- r. Be funded at a level that ensures cal thinking skills, problem-solving tech- that NCATE accreditation is achieved and niques, positive social interaction, and ac- maintained. (1970, 2002) tive engagement in learning e. The ability to plan instructional D-7. Teacher Preparation Programs: strategies based upon knowledge of the Clinical Practice subject matter, the students, the commu- The National Education Association nity, and the curriculum goals believes that clinical practice is essen- f. The effective use of formal and in- tial to provide prospective teachers with formal assessment strategies to evaluate the experiences necessary to enter the and ensure the continuous intellectual,

253 Resolutions social, physical, and personal develop- ticipate in the interview and selection pro- ment of individual students cess. (1999) g. The use of active inquiry and collaboration between and among D-9. Teacher Induction colleagues. The National Education Association The Association believes that clinical believes that teacher induction is an inte- practice experiences provide opportuni- gral part of an ongoing systemic approach ties to establish essential relationships to examining teaching in relation to stu- with other education employees, parents/ dent learning. It facilitates the transition guardians, and agencies in the community of new teachers into the profession, pro- to support students’ learning and well-be- motes the retention of successful teaching. (1998, 2002) ers, and provides a system of support for veteran teachers experiencing a change in D-8. Hiring Policies and Practices grade level, type of assignments, job site, for Teaching Positions or cultural environment. The Association The National Education Association also believes that an effective induction believes that, to provide the highest qual- process is based upon exemplary teaching ity of education to all students, hiring practices, an understanding of adult and practices must ensure that all teaching student learning, and a professional en- positions be filled by highly qualified pro- vironment that encourages collaboration fessionals. The Association also believes and inquiry through formal and informal that hiring policies and practices must be systems of collegial support. nondiscriminatory and include provisions The Association further believes that for the recruitment of a diverse teaching the induction process includes critical staff. analysis and cognitive and reflective ac- The Association further believes that tivities that support the development of individuals under consideration for teach- exemplary teaching practices and ening positions must have completed a teach- hances professional development. The er education program meeting NCATE induction process for new teachers must standards and be licensed in the field of be mandatory, be at least one year in du- the specific teaching assignment. Selec- ration, and include a mentoring program. tion criteria for all teaching positions must The induction process for veteran teach- be based on the needs of the students and ers must be flexible and provide support faculty, the goals of the school district, based upon changes in their professional and the philosophy of the school. assignments. The Association believes that class- The Association encourages its affili- room teachers must have an active role in ates to be involved in the development of the hiring process, including the develop- standards for teacher induction and in the ment of selection criteria, job descriptions, design and implementation of the process. and interview instruments, and must par- (1999, 2000)

254 Resolutions

D-10. Mentor Programs affiliates may conclude that, under certain The National Education Associa- circumstances, a peer assistance or a peer tion believes that mentor programs are a assistance and review program is an ap- means of enhancing the professional ex- propriate mechanism for achieving these pertise of employees and retaining quality objectives. educators. The Association also believes The primary purpose of any such pro- that the planning, implementation, and gram should be to provide “assistance”— evaluation of such programs must be ne- to improve professional practice, retain gotiated or cooperatively developed and promising teachers, and build profession- maintained by the school district and the al knowledge to improve student success. local affiliate. A local affiliate may, at its option, also The Association further believes that decide to include a “review” component the duties and responsibilities of all par- in the program—involving the evaluation ties must be clearly defined and uniformly of performance. If a local affiliate takes administered. Mentors must be selected either position, the program should— through a defined process with articulated a. Be developed through collective criteria, be properly trained and compen- bargaining or through a joint association/ sated, and be provided with adequate time school district agreement in nonbargain- to fulfill their responsibilities. The state ing states or local authority has the obligation to b. Be governed by a board composed provide hold-harmless protection. of an equal number or a majority of repre- The Association believes that any doc- sentatives appointed by the local affiliate umentation that results from the mentor- c. Acknowledge that the school dis- ing process must be confidential and the trict makes the final decision to retain or sole property of the person mentored and seek nonrenewal or termination, but that must not be included in the participant’s recommendations forwarded by the joint personnel file. The Association also be- governing body are routinely accepted lieves that any verbal conversations that and acted upon by the district result from the mentoring process must d. Ensure that only teachers who are also remain confidential. (1988, 2004) deemed by their peers to be highly skilled practitioners are selected for the role of D-11. Peer Assistance Programs consulting teacher, that the consulting and Peer Assistance and Review teacher’s area of expertise is the same as or Programs closely related to that of the participating The National Education Association teacher, and that the consulting teacher is believes that high standards within the chosen by the program governing bodies teaching profession and continuous im- e. Seek consulting teachers who re- provement in professional practice are flect the diverse population of the teach- cornerstones of the profession. Some local ing staff

255 Resolutions

f. Provide that consulting teachers are D-12. Administrator Preparation properly compensated and provided ade- The National Education Association quate time to fulfill their responsibilities believes that administrators and staff g. Provide that consulting teachers are partners in the total school program. receive extensive and ongoing training in Administrators must maintain valid ad- mentoring/coaching skills, district initia- ministrator licensure and have periodic tives and resources, and current education teaching experience. Areas of instruc- instructional methods tional content and experience should h. Establish guidelines for the referral include participatory decision making, of teachers as well as safeguards to pre- interpersonal skills, personnel selection, vent unwarranted referrals and to allow staff evaluation, curriculum, school man- participating teachers the selection and/or agement techniques, and cultural diver- approval of their assignment to a consult- sity training. Prior to credentialing, an ing teacher administrator shall have served at least i. Establish and convey to all consult- five years in a full-time teaching position. ing and participating teachers clear rules (1985, 1994) on allowable uses of documents, products, and communications arising from the APPROPRIATE STAFFING program j. Require extensive documentation D-13. Supervision of Extracurricular based on ongoing assessments of each Activities participant The National Education Association k. Require that rigorous and extensive believes that extracurricular activities assistance be provided over an appropri- are an important part of the public school ate period of time to help the participat- experience. Education institutions should ing teacher attain the requisite standard adopt policies, standards, and guidelines of proficiency before any effort is made for staffing extracurricular activities and to counsel the participating teacher into for hiring personnel who have the nec- alternative career choices either within or essary skills and knowledge to perform outside the education profession or a rec- those duties, and for providing staff mem- ommendation to initiate nonrenewal or bers with appropriate ongoing training. termination proceedings is issued Qualified education employees must be l. Ensure due process protection and given the opportunity of first acceptance duty of fair representation procedures of paid positions. (1994, 1996) m. Guarantee that participating teachers, consulting teachers, and teachers who sit on governing bodies do not lose their Association membership or bargaining unit status by virtue of their participation in the program. (1997, 1999)

256 Resolutions

PROFESSIONAL DEVELOPMENT l. Provide: • training and ongoing support for D-14. Professional Development for the implementation of new and expanded Teachers and Administrators programs/skills The National Education Association • training and ongoing support in believes that continuous professional de- the development of new and revised cur- velopment is required for teachers and ad- ricula and instructional strategies ministrators to achieve and maintain the • time during the regular work highest standards of student learning and day and work year for inquiry, research, professional practice. The Association reflection, and collaboration also believes that professional develop- • opportunities for mentoring/ ment should— peer coaching with colleagues on an on- a. Be based upon clearly articulated going basis goals reached by consensus of the school • a depth of subject matter knowl- community edge and a greater understanding of the b. Be designed, directed by, and dif- impact of culture, gender, and learning ferentiated to meet the needs of affected styles professionals at each site • opportunities to assume new c. Support teachers in meeting the roles, including leadership positions needs of students • flexibility for the use of a vari- d. Be incorporated into and aligned ety of resources such as university-school with (not added to) professional work ex- partnerships, professional development pectations schools, exchange programs, professional e. Be standards-referenced and incor- development resource centers, and cultur- porate effective practice, relevant data, al and business resources. (1976, 2006) and current research f. Be supported by adequate resources D-15. Professional Development for g. Be career-long, rigorous, and Education Support Professionals sustained The National Education Association h. Stimulate intellectual development believes that professional development and leadership capacity should be required throughout the career i. Balance individual priorities with of education support professionals. Pro- the needs of the school and the district fessional development programs should j. Include an ongoing assessment and provide equal opportunities for these em- evaluation component to determine effec- ployees to gain and improve the knowl- tiveness edge and skills important to their posi- k. Respond to, refine, improve, and tion and job performance. Professional adjust the professional development ac- development programs should ensure that cording to the feedback provided by the appropriate education employees have a participants decisive voice at every stage of planning,

257 Resolutions implementation, and evaluation. The As- D-18. Neurological Disorder sociation also believes that professional Awareness development and continuing education The National Education Association serve as catalysts to recruit, retain, and believes in the establishment of programs promote qualified education support pro- that will increase education employee fessionals. (1998, 2006) awareness of neurological disorders and symptoms that affect student learning. D-16. Professional Development Qualified health professionals should be Resource Centers cooperatively involved in these programs. The National Education Association (1987, 1999) believes that state/regional professional development resource centers provide an D-19. Teacher Exchange Programs opportunity for education employees to The National Education Association share resources, experiences, and ideas believes that teachers and students benefit for professional growth. The Association when teachers participate in teacher ex- also believes that these centers should be change programs. Voluntary teacher ex- established, funded, and accessible to all change programs should be cooperatively education employees. The Association established with governing boards to of- further believes that members from local fer such programs within and among the affiliates served by a center should com- states, schools of federal agencies within prise a majority of the membership of the and outside the United States, and agen- professional development resource center cies abroad. (1974, 1997) policy board. (1982, 1999) D-20. Education Employee COMPETENCY Evaluation The National Education Association D-17. Professional Development in believes that formal performance-based Behavior Management, Discipline, evaluations must be augmented by for- Order, and Safety mative evaluation components in order to The National Education Association assure the continuing competency of all believes that behavior management, dis- education employees in their respective cipline, order, and safety in schools and fields. school districts are essential to ensure Effective evaluation procedures sup- student success. The Association also be- ported by professional development pro- lieves that all education employees must grams will enable all education employ- be provided professional development in ees to keep abreast of developments in behavior management, discipline, conflict their areas of specialization. Such proce- resolution, safety plans and emergency pro- dures, with sufficient resources, can help cedures, emergency lifesaving techniques, ensure job competency, identify deficien- and crisis management. (1994, 2000) cies in performance, and provide options

258 Resolutions such as counseling, training programs, prior to the placement of the evaluation in a remediation plan, and opportunities to the personnel file observe peers. e. An employee improvement plan If following such an evaluation and that will not interfere with any earned pay after being given sufficient time, train- increase or longevity credit ing, and opportunity for improvement, a f. A provision for an alternative eval- person is then formally reevaluated and uator and/or an opportunity for an alter- incompetency can be documented, dis- native evaluation report to ensure a fair missal proceedings with guaranteed due and unbiased evaluation of the education process may be instituted. Such proceed- employee ings must be implemented by administra- g. An unbiased appeals process with tors/evaluators who are properly trained an evidentiary hearing under oath. and held accountable for appropriate and The Association further believes that fair evaluation systems. procedures for evaluation of administra- The Association also believes that tors should include evaluations by educa- the use of student achievement measures tion employees who are directly super- (e.g., grades, standardized test scores, vised by them. etc.) as criteria in the evaluation process By participating in an evaluation pro- is inappropriate. cess, an education employee shall not The Association further believes that waive his or her right to due process in classroom teachers, without fear of dis- any subsequent contractual or legal pro- cipline or negative evaluation, must be ceeding. (1969, 2006) given the discretion to modify the pace of predetermined progress rates, dictated D-21. Competency Testing of pacing guides, and mandated scripted les- Licensed Teachers son pacing charts. The National Education Association The evaluation procedure should be believes that competency testing must not cooperatively developed and maintained be used as a condition of employment, in conjunction with representatives se- license retention, evaluation, placement, lected by the local affiliate and should ranking, or promotion of licensed teach- include— ers. (1969, 2000) a. Clear performance expectations that are specific to the job description D-22. Evaluation and Promotion in b. Regular observation of job perfor- Higher Education mance with advance notice and discus- The National Education Association sion of evaluation visits and a timely con- affirms the importance of teaching in in- sultation after each visit stitutions of higher education and believes c. A written evaluation report to be that research and publication should not be provided to the person being evaluated the only criteria on which higher education d. Opportunity for a written response faculty are evaluated and/or promoted.

259 Resolutions

The Association also believes that its E. GAIN RECOGNITION OF THE higher education members must be al- BASIC IMPORTANCE OF THE lowed to determine through the collective TEACHER IN THE LEARNING bargaining process the methods by which PROCESS AND OTHER EMPLOYEES they are evaluated and promoted. IN THE EDUCATIONAL EFFORT The Association further believes that in order to maintain high standards ACADEMIC FREEDOM throughout higher education, administrators must undergo individual, periodic, E-1. Instructional Excellence and regular evaluation. The evaluation The National Education Association process must include input from a broad believes that to achieve and maintain in- spectrum of the college/university com- structional excellence there must be con- munity in order to provide a balance of tinual improvement in the education pro- perspective and evaluation effectiveness. cess. The Association also believes that (1986, 2006) teachers have the primary responsibility for instructional excellence and must D-23. Promote the Retention of have the primary authority to recommend Career Educators improvements in instruction through a The National Education Association democratic decision-making process. The believes that experienced educators are Association further believes all education valuable resources in the promotion of employees should support high standards educational excellence. The Association for instructional excellence and con- also believes that experienced educators tribute to the continual improvement of should be encouraged to remain in, or education. The Association believes that return to, the education profession. This no single program can meet the needs of encouragement should be accomplished every student. Mandated programs, such through strategies consistent with NEA as scripted learning programs and pacing policy, including, but not limited to, en- charts, restrict the ability of teachers to hanced salaries and benefits, a supportive make decisions for appropriate, meaning- and respectful work environment, a rea- ful instruction in their classrooms. The sonable workload, a secure pension ac- Association recommends that education companied by retiree health care benefits, employees collaborate in the research, and retirement enhancements that reward development, and field testing of new in- extended years of service. These strate- structional methods and materials. (1969, gies can be achieved through bargaining, 2005) legislation, or other means. (2001, 2006) E-2. Time To Teach The National Education Association believes that “time to teach’’ refers not

260 Resolutions only to those hours during which an edu- E-3. Selection and Challenges of cator is actually teaching but also applies Materials and Teaching Techniques to those conditions that contribute to the The National Education Association student-teacher relationship. These in- believes that democratic values can best clude a reasonable, carefully defined work be transmitted in an atmosphere that does load, a duty-free lunch period, an office in not restrain free inquiry and learning. which to work, access to telephones, ad- The Association also believes that quality equate and appropriate office equipment, teaching depends on the freedom to select access to technology, freedom from inter- materials and techniques. Teachers and ruptions during instructional time, unen- school library media specialists must have cumbered planning time, time to evaluate the right to select and use materials and student progress, time for implementation techniques without censorship or legisla- of federal and state legislative require- tive interference. States, school districts, ments, and elimination of the noninstruc- and educational institutions must include tional tasks required of a teacher. teachers and faculty as full voting mem- The Association also believes that, bers on textbook and curriculum review at all levels and in all disciplines, addi- and adoption committees. Participation tional common planning time should be must be voluntary and compensated. provided during the student day for em- The Association deplores prepublish- ployees to meet for such purposes as, but ing censorship, book-burning crusades, not limited to, planning interdisciplinary and attempts to ban books from school li- activities/units, team planning time, and brary media centers and school curricula. coordinating with special education and Challenges to the choice of instructional with support professionals. materials and techniques must be orderly The Association recognizes that ac- and objective, under procedures mutually countability requires reporting on the uses adopted by professional associations and of funding derived from federal, state, and school governing boards. local education programs. The Associa- Materials in all subject areas tion further believes, however, that in or- should— der for the classroom educator to spend a. Include strategies that encourage adequate time on instructional duties, student interaction the paperwork burden on the practitioner b. Be developmentally appropriate must be reduced and held to an absolute c. Include appropriate accommoda- minimum. tions and modifications for students with The Association believes that educa- special needs tors need the freedom and flexibility to d. Be free from stereotypes schedule time and design programs to e. Address divergent points of view meet the needs of students. (1969, 2001) f. Contain sufficient activities to teach the concepts

261 Resolutions

g. Provide for the evaluation of higher postsecondary faculty should be involved level thinking. in the development and field testing of all Instructional materials and equipment educational materials offered for adop- must be provided in sufficient variety tion or purchase by public school districts and quantity to serve all students. (1969, and educational institutions. Materials in 2006) all subject areas should include strategies that encourage student interaction, be de- E-4. Development of Curriculum velopmentally appropriate, include appro- The National Education Association priate accommodations and modifications believes that to provide the highest qual- for students with special needs, be free of ity of education to all students, educators stereotypes, address divergent points of must be the primary voice in the planning, view, contain sufficient activities to teach development, implementation, monitor- the concepts, and provide for the evalua- ing, and refinement of curricula. tion of higher level thinking skills. The Association also believes that The Association also believes that re- careful consideration must be given to the quiring the use of electronic curriculum curriculum in regards to— mapping and lesson planning software via a. Student academic standards district networks and the Internet should b. Alignment of curriculum with not impose additional time burdens on standards teachers, and must be accompanied by c. Unwarranted duplication of content adequate training and compensation. d. Prevention of content gaps Adoption of such practices should be a e. Content overload collaborative effort among teachers, ad- f. Developmentally appropriate con- ministrators, and local boards of educa- tent tion. g. Appropriate accommodations and Where school districts and educational modifications for students with special institutions involve teachers and faculty needs. in the development of any educational The Association further believes that materials, participation should be volun- educators must have an active role in tary and compensated. (1984, 2006) the establishment of procedures for the planning, development, implementation, E-6. Cultural Diversity in monitoring, and refinement of curricula. Instructional Materials and To that end, professional time and train- Activities ing must be provided. (2003, 2004) The National Education Association believes that educational materials and ac- E-5. Development of Materials tivities should accurately portray cultural The National Education Association diversity and contributions of ethnic-mi- believes that public school teachers and nority groups. Ethnic-minority teachers

262 Resolutions must be involved in selecting educational E-9. Impact of Federal and State materials and in preparing teachers in Legislative Mandates their use. The National Education Association The Association recognizes that ad- believes that federal and state mandates ditional instructional materials chosen regarding school programs should be for classrooms and libraries may right- broad, general guidelines and should not fully contain a number of points of view be based on student achievement. Man- to allow students to become familiar with dated programs should be established or the attitudes and recommendations from eliminated only in conjunction with the various segments of the literary world. Association and its state and local af- The Association acknowledges that filiates. Mandates should be assessed by many contemporary texts related to eth- affiliates and local stakeholders with par- nic-minority groups do not portray re- ticular attention to the impact on students, alistically their lifestyles but convey a education employees, school programs, negative self-concept to ethnic-minority and finances. (1979, 1997) students. The Association also believes that educators and governing boards E-10. Academic and Professional should adopt and use textbooks and other Freedom educational materials in all subject areas The National Education Association that accurately portray the contributions believes that academic freedom is essen- of ethnic and other minorities. (1969, tial to the teaching profession. Academic 1995) freedom includes the rights of teachers and learners to explore and discuss di- E-7. Women in Instructional vergent points of view. Controversial is- Materials sues should be a part of the instructional The National Education Association program when, in the judgment of the believes that educational materials should professional staff, the issues are appropri- accurately portray the influence, contribu- ate to the curriculum and to the maturity tions, and historical lifestyles of women level of the student. A teacher shall not be in our nation and throughout the world. fired, transferred, or removed from his or (1996, 1998) her position for refusing to suppress the free expression rights of students. E-8. Religious Heritage in The Association also believes that Instructional Materials professional freedom is essential to the The National Education Association teaching profession. Professional freedom believes that educational materials should includes the teachers’ right to evaluate, accurately portray the influence of re- criticize, and/or advocate their personal ligion in our nation and throughout the point of view concerning the policies and world. (1988) programs of the schools. Furthermore, teachers must be free to depart from

263 Resolutions mandated scripted learning programs and E-12. Intellectual Property and pacing charts without prejudice or pun- Access to Copyrighted Materials ishment. Teachers also have the right to The National Education Association assist colleagues when their academic or believes that education employees should professional freedoms are violated. own the copyright to materials they create The Association further believes that in the course of their employment. Own- legislation and regulations that mandate or ership rights of education employees who permit the teaching of religious doctrines create copyrightable materials should not and/or groups that promote antipublic ed- prevent education employees from mak- ucation agendas violate both student and ing appropriate use of such materials in teacher rights. The Association urges its providing educational services to their affiliates to seek repeal of these mandates students. Employees should have the where they exist. (2002, 2005) right to display, reproduce, and distribute copyrighted materials for educational E-11. Professional Discretion in the purposes. Classroom The Association also believes that stu- The National Education Association dents should own the copyright to materi- believes that daily contact with students als they create in the course of their stud- as well as professional accountability ies and, in the case of graduate students, place classroom teachers in the best posi- to materials they create while working tion to address the educational needs of as teaching or research assistants. (1969, students. 2006) The Association also believes that teachers are best suited to develop and de- E-13. Support Professionals in the liver appropriate instructional programs Education Process that are consistent with state curriculum The National Education Association standards. The Association further be- believes that all education employees are lieves that direct observation of students essential to the learning environment. and analysis of data by the classroom The Association recognizes that educa- teacher must guide instructional decisions tion support professionals promote posi- without fear of reprisal. tive role models that enhance the educa- The Association believes that, while tion process. (1990, 1991) programs focusing on scripted learning and pacing charts can serve as frames of reference, it is still incumbent on the classroom teacher to evaluate the efficacy of all instructional programs and to modify them when necessary in order to address the needs and facilitate the success of each student. (2006)

264 Resolutions

F. PROTECT THE RIGHTS OF F-2. Pay Equity/Comparable Worth EDUCATION EMPLOYEES AND The National Education Association ADVANCE THEIR INTERESTS AND believes that all workers should be paid WELFARE on the basis of the requirements, skills, and worth of their jobs, and that factors PAY EQUITY/COMPARABLE WORTH such as the gender or race of the individual performing the job should never play a F-1. Nondiscriminatory Personnel role in determining salary. Policies/Affirmative Action† The Association supports all efforts to The National Education Association attain accurate and unbiased forms of job believes that, except as otherwise pro- evaluation and to raise the pay of those vided below, personnel policies and prac- jobs that are presently undervalued. The tices must guarantee that no person be “market value’’ means of establishing pay employed, retained, paid, dismissed, sus- cannot be the final determinant of pay pended, demoted, transferred, retired, or scales since it too frequently reflects the harassed because of race, color, national race and sex bias in our society. origin, cultural diversity, accent, religious The Association encourages efforts beliefs, residence, physical disability, po- by education employees and others of the litical activities, professional association work force to gain salary levels appropri- activity, age, size, marital status, family ate to the skill, value, responsibility, and relationship, gender, sexual orientation, requirements of their jobs. (1982, 1993) or gender identification. Affirmative action plans and proce- F-3. Uniform Compensation dures that encourage active recruitment The National Education Association and employment of ethnic minorities, opposes any attempt to establish tiered women, and persons with disabilities compensation systems that place entry- should be developed and implemented level employees on a salary and/or ben- in accordance with Association policy. efits schedule that differs from that of ca- Affirmative action plans and procedures reer employees. (1986) that encourage active recruitment and employment of men in underrepresented F-4. Tax Deductions for education categories should also be devel- Professional Expenses oped and implemented. It may be neces- The National Education Association sary therefore to give preference to men in believes that education employees must recruitment, hiring, retention, and promo- continue to perform and develop profes- tion policies to overcome past discrimina- sionally and that expenses incurred to do tion. (1969, 2002) so are professional and therefore must be considered as necessary and ordinary † See the Policy Statement on Affirmative Action and must be uniformly deductible, as an adopted by the 1997 Representative Assembly. adjustment, from gross income in the

265 Resolutions computation of federal, state, and local negotiate, in good faith, written master income taxes. Deductible expenses should contracts. These contracts must include include, but not be limited to, expenses terms and conditions of employment and incurred relating to sabbatical leaves; other matters of concern and include a educational travel for maintenance and provision for agency fee. improvement of skills; an in-home office; The Association further believes that education-related auto use; and, purchas- local affiliates should determine the bar- ing of teaching supplements and profes- gaining approach most appropriate for sional supplies, materials, and equipment. them. The Association also supports a (1969, 1993) local’s decision to use an interest-based process as an option from a wide range of COLLECTIVE BARGAINING models for collective bargaining and/or PROCESS dispute resolution. Grievance procedures shall be pro- F-5. Collective Bargaining Rights vided in the master contract with definite The National Education Association steps to appeal the application or interpre- believes that the attainment and exercise tation of the contract. Binding arbitration of collective bargaining rights are essen- shall be a part of the grievance proce- tial to the promotion of education em- dure. ployee and student needs in society. The The Association believes that binding Association demands that these rights be arbitration and the right to strike must be advocated where they are now abridged an integral part of any collective bargain- or denied and strengthened where they ing process. are now secured. (1980, 1993) Coordinated bargaining by Associa- tion affiliates on a regional or statewide F-6. Collective Bargaining and basis is an important component of col- Grievance Procedures lective bargaining. The National Education Association The Association also believes that believes in the necessity of a public em- state affiliates should seek statutory pen- ployees’ federal collective bargaining law alties for governing boards that do not that will not weaken any state or local bar- bargain in good faith. Further, state af- gaining laws. The Association demands filiates should seek statutory penalties that federal, state, and local governing for governing bodies that seek to rescind bodies bargain collectively with all public negotiated agreements by declarations of employees. The Association supports leg- bankruptcy or by any other means. (1969, islation that would prohibit the negotiat- 1998) ing away of any public employee statutory benefit, right, or protection. F-7. Strikes The Association also believes that lo- The National Education Association cal affiliates and governing boards must denounces the practice of keeping schools

266 Resolutions open during a strike. in school work stoppages. The Association believes that when a The Association urges enactment and picket line is established by the authorized enforcement of statutes guaranteeing the bargaining unit, crossing it, whether phys- rights of education employees when a ically or electronically, is strikebreaking work stoppage occurs, including the right and jeopardizes the welfare of education to present their case to the state or courts, employees and the educational process. before back-to-work orders are issued. The Association also believes that The Association also urges its affili- the chances of reaching voluntary agree- ates to establish practices and procedures ment in good faith are reduced when one to supply financial and emotional support party to the negotiation process possesses as well as external and internal publicity the power to use the courts unilaterally for any local engaged in a strike. (1969, against the other party. 1999) The Association recommends that several procedures be used in resolution BARGAINING ISSUES of impasse—such as mediation, fact finding, binding arbitration, political action, F-8. Basic Contract Standards and strike—if conditions make it impos- The National Education Association sible to provide quality education. In the believes that collective bargaining agree- event of a strike by education employees, ments between education employees, extracurricular and cocurricular activities including part-time and temporary, and must cease. their employers should contain certain Appropriate teacher preparation insti- standard contractual concepts. The Asso- tutions should be notified that a strike is ciation also believes that, in nonbargain- being conducted and urged not to cooper- ing jurisdictions, these concepts should ate in emergency licensing or placement be incorporated into legislation, employer practices that constitute strikebreaking. policy, and/or other sources that estab- The Association condemns denial of lish the terms and conditions of employ- credits to students working in the school ment for education employees, including for credit as part of a teacher preparation part-time and temporary. These concepts or credential program who have honored include— a work stoppage. a. A grievance procedure that termi- The Association also condemns the nates with final and binding arbitration use of ex parte injunction, jailing, setting b. Just cause for any disciplinary ac- of excessive bail, fines, firing of members, tion with guaranteed due process through community service in lieu of other penal- final and binding arbitration and continu- ties, decertification of an organization as ation of all employee rights, including full the bargaining agent, loss of association compensation and job security rights, and revocation or suspension of c. A seniority list that is updated, pub- tenure, licensure, and retirement benefits lished, and distributed annually

267 Resolutions

d. Layoff and recall based only on for ensuring education employee decision seniority as bargaining unit members, making in curriculum design and related licensure/certification, and, to the extent instructional management and reporting legally permissible, affirmative action† systems e. Employer-paid benefits, including p. Time during the regular work day but not limited to comprehensive health, and work year for education employees to life, dental, vision, and income protec- plan, to engage in professional develop- tion insurance and employee assistance ment, to work on curriculum and assess- programs, that fully cover bargaining unit ment, to mentor and be mentored, and to members, domestic partners, and their provide professional leadership families q. Salary schedules based upon prepa- f. Membership in the association or ration, professional growth, and length of the payment of a fair-share fee as a condi- service and excluding any form of merit tion of employment pay except in institutions of higher educa- g. Required posting of all vacant or tion where it has been bargained newly created positions along with the r. Placement and advancement on the right of bargaining unit members to apply salary schedule based on qualifications for these positions and number of years of experience in the h. Unassigned preparation, planning, profession and travel time as applicable for all mem- s. Extracurricular and extra-duty bers of the bargaining unit assignments filled on a voluntary basis i. Specified class size, teaching load, and compensated at no less than the em- and job description ployee’s regular rate of pay j. A duty-free lunch period of not less t. Protection from being required to than 30 minutes for all members of the participate in community service bargaining unit u. Retirement benefits based on all in- k. Nondiscriminatory, fair, and eq- come derived from school employment uitable treatment of bargaining unit v. Clearly defined bargaining unit members membership l. Contractually defined procedures w. A guaranteed safe and healthy for evaluation and promotion working environment, including a se- m. Released time for association busi- cured/lockable storage space for personal ness with full pay and benefits belongings n. Parental/child rearing leave for x. The school calendar employees to provide care for natural or y. Protection from unilateral changes adopted children in terms or conditions of employment o. Contractually defined procedures z. Provisions to define class loads, student contact hours, and contract hours † See the Policy Statement on Affirmative Action for instructors who are involved in dis- adopted by the 1997 Representative Assembly. tance education, and to guarantee that

268 Resolutions technology and distance education are for Professional Teaching Standards used to supplement, not supplant, employ- e. Provide and maintain structural in- ees. (1989, 2006) tegrity through the use of an index or percentage guide for experience increments F-9. Salaries and Other and levels of academic preparation Compensation f. Assure that salary paid for sum- The National Education Association mer employment, continuing education believes that salary and other compensa- programs, extended contracts, conducting tion structures for education employees employee training or workshops, and ex- are matters for collective bargaining. tra duty is not less than the rate for regular The Association also believes that any pay proposed or legislated salary and other g. Assure that salaries paid in early compensation structure should not bypass childhood, nontraditional, adult, and al- or undermine the bargaining process or ternative programs are on par with sala- negotiated agreements. The Association ries paid in traditional programs and that further believes that, in nonbargaining any personnel serving lower socioeco- jurisdictions, salary schedules should be nomic groups not be paid less than equiv- incorporated into legislation, employer alent educational professionals providing policy, and/or other sources that establish similar service to higher socioeconomic the terms and conditions of employment groups for education employees. h. Define “salary increase’’ to mean The Association believes that salary the exact monetary differential between schedules should— the existing salary schedule and the pro- a. Provide for entry-level salaries and posed salary schedule—exclusive of in- career earnings comparable to those of cremental adjustments—and all basic other professions and occupations with benefits. similar preparation and responsibilities The Association opposes providing and be structured to provide compen- additional compensation to attract and/or sation levels that encourage classroom retain education employees in hard-to-re- teachers to remain in the classroom and cruit positions. support professionals in the educational The Association also believes that lo- setting cal affiliates can best promote the eco- b. Be based on preparation, academic nomic welfare of all education employ- degrees, experience, professional growth, ees, regardless of source of funding, by responsibilities, and full length of service following the salary standards developed c. Assure that initial placement and at the state and national levels. advancement on the salary schedule are The Association further believes that nondiscriminatory performance pay schedules, such as merit d. Provide additional compensation pay or any other system of compensation for certification from the National Board based on an evaluation of an education

269 Resolutions employee’s performance, are inappro c. The criteria that are used to deter- priate. mine whether education employees re- The Association believes that its affili- ceive the additional compensation should ates should seek the repeal of laws lim- be clearly stated and subject to objective iting maximum salaries and benefits for measurement. The system also should education employees. make clear how those criteria relate to the The Association also believes that school district’s educational objectives. there should be no limit to the number of d. The system should not directly or years of experience an education employ- indirectly limit the number of education ee can transfer. employees who are eligible for the addi- The Association further believes that, tional compensation. All education em- if school districts consolidate or separate, ployees should be afforded a fair oppor- education employees should not lose their tunity to meet the requisite standards and tenure or have their salary, benefits, or se- should receive the additional compensa- niority reduced. (1969, 2002) tion if they do. e. Full funding should be available F-10. Minimum Criteria for to sustain the system. The allocation of Additional Compensation Beyond funds to provide the additional compen- the Single Salary Schedule sation should not prevent increases in The National Education Association is the basic compensation for all education opposed to the use of merit pay or per- employees. formance pay compensation systems. f. The system should not diminish However, the Association believes that the professional status of those education any system that provides additional com- employees who do not receive the addi- pensation to education employees beyond tional compensation or in any way sug- that provided by the single salary sched- gest that such education employees are ule should meet the following minimum not qualified for the positions that they criteria: hold. (2001) a. The design of the system must be accomplished through the collective bar- F-11. Benefits gaining process or in nonbargaining ju- The National Education Association risdictions it should be incorporated into believes that benefit structures should legislation, employer policy, and/or other be subject to collective bargaining or, in sources that establish the terms and con- nonbargaining jurisdictions, incorporated ditions of employment for education em- into legislation, employer policy, and/or ployees. other sources that establish the terms b. Any additional compensation be- and conditions of employment. The As- yond a single salary schedule must not be sociation also believes that all education based on education employee evaluation, employees should be eligible for benefits student performance, or attendance. that include but are not limited to—

270 Resolutions

a. Comprehensive insurance programs 5. An opportunity to participate in 1. Health a cafeteria-type plan or plan authorized 2. Dental by Section 125 of the U.S. Federal Tax 3. Vision Code. 4. Hearing The Association further believes that 5. Life education employees and their spouses, 6. Legal domestic partners, and/or dependents 7. Workers’ compensation should have equal access to all benefits 8. Long-term physical and mental applicable to them. disability The Association believes that com- 9. Prescription drug prehensive insurance programs should be b. Paid leaves provided for education employees on of- 1. Sick leave with unlimited accu- ficial leave of absence or parental leave. mulation The Association also believes that pro- 2. Personal leave with unlimited visions should be made for retirees, their accumulation spouses, domestic partners, and/or de- 3. Bereavement leave pendents at their option to continue in the 4. Parental leave, including comprehensive health, dental, prescrip- adoption tion drug, hearing, and vision programs. 5. Dependent care leave The Association further believes that, 6. Sabbatical leave if school districts consolidate or separate, 7. Professional leave education employees should not lose their 8. Association leave tenure or have their salary, benefits, or se- 9. Religious leave niority reduced. (1969, 2005) c. Additional remuneration 1. Severance pay F-12. Faculty Reward Structures in 2. Tuition reimbursement Higher Education 3. Retirement compensation The National Education Association 4. Unemployment compensation believes that the reward structure for an 5. Benefit extension for laid-off institution of higher education should employees reflect the mission of the institution. An d. Personal assistance institution whose mission is teaching un- 1. Personal assault protection, and dergraduate students should reward good in the event of assault, counseling servic- teaching. An institution whose mission is es and leave that is not subject to sick or community outreach should reward ser- personal leave vice. An institution whose mission is basic 2. Employee assistance program or applied research should reward good 3. Reimbursement for damages to research. The proper balance between or loss of personal property at work site teaching, service, and research is con- 4. Child care center tingent upon faculty and administration

271 Resolutions agreement on the institutional mission of said procedures must afford all education the particular campus. (1995) employees, including probationary and substitute employees, procedural and sub- F-13. Economic Welfare stantive due process. The National Education Association The Association also believes that state is opposed to imposition of any controls laws must provide for the continuing em- that place public employees in an inferior ployment and/or tenure of state and/or lo- economic position, the elimination of pro- cal education employees and that federal grams that guarantee social and economic laws must provide similar protection for justice for the American people, and any education employees in federal schools. program that increases unemployment. (1969, 2006) (1979, 1986) F-16. Reduction in Force F-14. Constitutional and Civil The National Education Association Rights—Employment Protection believes that one of its basic responsibili- The National Education Association, ties is job security and urges its affiliates recognizing the continuing erosion of civ- to support legislation and/or to negotiate il rights, reaffirms its commitment to pro- in master contracts criteria to be utilized tect the rights of all education employees. should reduction in force (RIF) occur. The Association believes that the consti- Criteria should include seniority, objectiv- tutional rights guaranteed to all citizens ity, nondiscrimination, uniformity of ap- shall not be abridged for public education plication, and affirmative action.† Should employees. The Association also believes RIF become necessary, the number of ad- that all levels of government should moni- ministrators, supervisors, and managers tor and enforce fair employment practice should be reduced at least in proportion to laws. The Association and its affiliates, the number of other education employees working with federal, state, and local offi- being reduced. Contracts should establish cials and agencies, shall work to promote recall procedures in which staff would enactment of and compliance with such be recalled in the reverse order in which laws and seek to include these rights in they were laid off. Neighboring districts contractual agreements. (1991, 2006) are encouraged to establish jointly such procedures that on a regional basis would F-15. Continuing Employment and provide priority hiring of laid-off educa- Fair Dismissal Practices tion employees. The National Education Association The Association also believes that lo- believes that security of position must cal affiliates should— be provided for all education employees through appropriate employment policies, including fair dismissal procedures. † See the Policy Statement on Affirmative Action The laws and master contracts governing adopted by the 1997 Representative Assembly.

272 Resolutions

a. Negotiate reduction in force poli- law enforcement agencies, and courts cies that exclude performance evaluation should work cooperatively to ensure the from consideration in the RIF process strict enforcement of all laws within pub- b. Work cooperatively with governing lic schools and educational institutions. boards and community leaders to assist in The Association further believes that rehiring, relocating, and/or providing al- all education employees working with a ternative career training for laid-off edu- student having a record of violent behav- cation employees ior or severe behavior problems should c. Condemn the improper use of RIF be immediately informed of the nature, to eliminate complete areas from compre- extent, and duration of the student’s re- hensive educational and pupil personnel cord of violent acts/disruptive behaviors. programs. Before student placement, these employ- It must be recognized that reduction of ees should also be provided with teaching supportive staff and special staff and non- strategies that may impact the student’s replacement of retiring and other resign- learning style and a plan for behavior ing teachers are both forms of reduction management and modification. in force. (1975, 1997) The Association believes that when education employees are the victims of F-17. Mandated Training/Retraining physical attack, verbal abuse, theft, van- The National Education Association dalism, or harassment due to gender, sex- believes that when a federal, state, or ual orientation and gender identification, district mandate requires an education or other causes, they should receive the employee to meet new standards of em- full support of their employer in pursuing ployability and/or to be retrained, it is the legal and other remedies, as well as re- responsibility of the mandating agency ceiving reimbursement for their personal to provide released time for training, to and property loss. Time lost due to inju- compensate the employee at the employ- ries from attacks should not be deducted ee’s hourly rate of pay, and to provide for from accumulated sick leave. the cost of tuition, textbooks, and travel. The Association also believes that ed- (1988, 2005) ucation employees and the local affiliate must have the right to reflect professional F-18. Protection of Education concerns at a student suspension or expul- Employees sion hearing. (1970, 2002) The National Education Associa- tion believes that education employees F-19. Personnel Policies and must be safe in schools and that federal Procedures and state legislation protecting all educa- The National Education Associa- tion employees should be enacted. The tion believes that personnel policies and Association also believes that affiliates, procedures should be written and devel- school districts and governing boards, oped cooperatively by local affiliates and

273 Resolutions their local boards of education or appro- F-21. Faculty-Staff Governance in priate governing bodies. The Association Higher Education also believes in a cooperative review for The National Education Association improvement of the personnel policies believes that faculty and staff in higher and procedures. Where it exists, improve- education should participate in the gov- ments will be made through the negotia- ernance of their educational institutions. tion process. (1969, 1999) Higher education faculty should have primary responsibility for determining F-20. Site-Based Decision Making curricula, methods of instruction, and The National Education Association subject matter; establishing requirements supports site-based decision-making for earning degrees and certificates; re- processes that are based on contractual/ viewing institutional budgets; and mak- formal agreements between districts and ing recommendations on financial issues local affiliates. The Association believes that impact academic programs. that the scope of local site-based decision Where appropriate, faculty and staff making should be limited only by the should participate in the selection and contractual/formal agreement. The Asso- evaluation process and determine the ciation also believes that such agreements status of colleagues and administrators, must include the following elements: especially appointments, reappointments, a. Voluntary participation by local and tenure. sites The Association also believes it is b. A district-association structure for the primary responsibility of faculty and processing conflict resolution staff, where appropriate, to establish pro- c. An agreement on the scope of deci- cedures relative to promotions, sabbati- sion-making authority available to sites cals, and research support. d. Decision-making bodies composed The Association further believes that of a majority of nonmanagement educa- collective bargaining provides an ad- tion employees with all members selected ditional method of institutional gover- by the constituency represented nance. Faculty and staff should determine e. Compensated planning and train- policies and procedures to govern sal- ing time for staff and governance bodies ary structure, pay increases, benefit pro- as well as additional resources necessary grams, calendar, and working conditions. for successful implementation (1994, 2006) f. Compensation and/or released time for participating staff members. (1990, F-22. Job Sharing 1999) The National Education Association supports the concept of voluntary job sharing as a means of providing a flexible employment opportunity to help meet the

274 Resolutions varying needs of education employees. employment opportunities for students in The Association believes that there must educational institutions. The Association be fair and equitable distribution of work deplores, however, the practice of employ- between both job sharers in terms of the ing students that results in the reduction total number of hours of work and the of the number of permanent education work load. employees or positions. (1992, 1998) The Association asserts that job sharing conditions of work must be subject F-25. Education Support to collective bargaining and that they re- Professionals in the Classroom quire the following minimum conditions The National Education Association for successful implementation: believes that classroom teachers should a. Prorated application of the salary be provided with support staff to assist schedule with full recognition of years of in the educational process. The educa- experience tion support professionals should assist b. An equitable share of all benefits the classroom teacher, not displace the c. An agency shop provision teacher, and should have a written job de- d. The right to revert to full-time sta- scription defining their duties. tus The Association opposes the use of ed- e. No loss of rights gained through ucation support professionals to increase tenure/seniority class size. (1969,1998) f. Equitable credit toward seniority/ retirement. (1981, 2006) F-26. Summer School, Alternative Calendars, Extended School Day/ F-23. Intern Programs Year, and Year-Round Schools The National Education Association The National Education Association believes that intern programs should be believes that local affiliates must par- utilized solely for the development of pro- ticipate fully in the design, authoriza- fessional expertise and not as a means of tion, implementation, evaluation, and reducing budgets and/or supplanting or continuation of summer school, alterna- reducing the number of education em- tive calendars, extended school day/year, ployee positions. The Association also and year-round school programs. Policies believes that interns who are employed by governing these programs must take into school districts should be included in lo- consideration the impact on the commu- cal bargaining units. (1977, 1999) nity and be in accordance with the Asso- ciation’s principles for professional sala- F-24. Student Workers in ries and class size. Employment in these Educational Institutions programs must be on a voluntary basis. The National Education Association (1975, 1998) recognizes the importance of providing

275 Resolutions

PROTECTION OF EDUCATION d. Abrogate previously contracted EMPLOYEES benefits, reduce compensation, deny benefits, and/or reduce or eliminate accumu- F-27. Members Injured on the Job lated retirement experience and benefits The National Education Association e. Have not been agreed to by the af- believes that the legal rights of members fected affiliate. injured on the job need to be protected. Where subcontracting exists, the As- The Association encourages its state sociation believes that all personnel who affiliates to assist members injured on the are employed through the subcontractor job so that those members have access to to work in the school district or educa- information regarding employment-re- tional institution must meet the highest lated injuries and so that state affiliates standards of accountability. The subcon- may protect the rights of those members. tractor must conduct background checks (2000) prior to allowing employees to work in the school district or educational institu- F-28. Unemployment/Disability tion and submit validation of its findings Compensation to the school district or educational insti- The National Education Association tution and must provide continuing evalu- supports the inclusion of education em- ation and supervision of these employees. ployees in unemployment and disability The Association insists that such criminal compensation legislation at the state and background checks must provide that— federal levels. (1972, 1986) a. Information collected will not be released to boards of education in a form F-29. Subcontracting/ other than a statement of qualification but Contracting Out be kept by the investigating state or na- The National Education Associa- tional agency tion believes that public school services b. Every employee or potential em- should be performed by public education ployee has a right to due process and ac- employees. The Association opposes, in cess to records public school districts and educational in- c. Clear, specific, observable, and ob- stitutions, subcontracting/contracting out jective evidence of rehabilitation for past arrangements that— offenses is included a. Transfer or displace education d. Any fee for background checks employees shall not be borne by the employee or po- b. Replace full-time positions with tential employee. (1977, 2006) temporary, part-time or volunteer workers F-30. Confidentiality of Employee c. Replace services that are, or could Records feasibly be, provided by public education The National Education Association employees believes that all employee records are

276 Resolutions privileged information and must remain a. Freedom from audio or video sur- confidential. In order to maintain confi- veillance without the prior written per- dentiality, the rights of education employ- mission of the individual ees must include— b. Freedom from harassment by indi- a. A guarantee that only one person- viduals, organizations, or businesses due nel file exists to unauthorized release or sale of employ- b. Access to materials in personnel ee records files, including a list of all records main- c. Protection from exploitation via tained by an educational institution telephone and the Internet c. The authority to inspect, review, d. Security of computer files, pass- and obtain copies of such records, ex- words, and user codes from inappropriate planations and interpretations of such re- or unauthorized access cords, and a record of past access e. Authority to refuse a polygraph, lie d. Written notification within 10 detector, or other invasive method of evi- working days of any placement of materi- dence collection. als in the employee’s personnel file The Association also believes that e. An opportunity to respond to and fingerprinting is acceptable only for the challenge any materials and purge those purpose of a pre-employment or pre-li- that are inaccurate, misleading, and dis- censure check for criminal records that torted are pertinent to education employment. f. A provision to consent to or deny The Association opposes fingerprinting release of such records, including the right as a condition of continued employment to receive copies of released materials. or licensure. The Association further be- The Association also believes that any lieves that all costs of fingerprinting must ancillary records, such as medical and be borne by the employer or licensing legal records, with which the educational agency. (1999, 2006) institution may come in contact, are to be treated as privileged information and F-32. Privileged Communications must also remain confidential. The National Education Association The Association further believes that believes that communications between it is the duty of the educational institution all education employees and students to inform employees of these rights and to must be legally privileged. The Associa- enforce these rights. (1975, 1999) tion also believes that communication between administrators and other education F-31. Right to Privacy for Education employees must be kept private without Employees the consent of the affected employee. The National Education Association The Association urges its affiliates to aid believes that education employees must in seeking legislation that provides this be guaranteed the rights of privacy. These privilege and protects both education em- rights must include— ployees and students. (1974, 1996)

277 Resolutions

F-33. Protection of Education age. The Association encourages its af- Employee Advocates filiates to work with local school districts The National Education Association and institutions of higher education to— believes that education employees have the a. Establish strong policies that grant right to organize and to serve as advocates those at or approaching retirement age for education employees, students, and freedom in their options to continue edu- parents/guardians. The Association also cation employment or to retire believes that every member has the right b. Develop educational programs to and obligation to participate in the Asso- help individuals recognize, understand, ciation without fear, intimidation, or retri- prevent, and combat harassment because bution. of age The Association further believes that c. Develop and publicize a grievance governing boards, administrators, and procedure that encourages the reporting public officials must respect education of incidents of harassment because of employees and their right to exercise age, resolves complaints promptly, and constitutional guarantees and condemns protects the rights of all parties. (1989, those who attempt to fire, demote, trans- 1997) fer, or give punitive assignments to education employees for their leadership in F-35. Protection of Education education employee organizations or for Employees from Harassment questioning apparent violations of their Because of a Disability terms of employment. The National Education Association The Association believes that school believes that education employees should board policies should allow the provi- be protected from harassment because sion of released time without loss of pay of a visible/invisible disability. The As- for those who are fulfilling leadership re- sociation encourages its affiliates to work sponsibilities, attending meetings, appear- with school districts and institutions of ing in court in their roles as advocates, or higher learning to— participating in other Association activi- a. Establish strong policies that en- ties. The Association also believes that, sure compliance with all provisions of for conducting association business, its the Americans with Disabilities Act and affiliates should be allowed to use school provide all necessary accommodation for property without censorship, restraint, or full participation in all employment re- other interference. (1976, 2000) sponsibilities b. Develop educational programs to F-34. Protection of Education help individuals recognize, understand, Employees from Age Harassment prevent, and combat harassment because The National Education Association of a disability believes that education employees should c. Develop and publicize a grievance be protected from harassment because of procedure that encourages the reporting

278 Resolutions of incidents of harassment because of a The Association also believes in proce- disability, resolves complaints prompt- dural and substantive due process for edu- ly, and protects the rights of all parties. cation employees accused of child abuse (2005) including a mechanism whereby false or unfounded accusations can be expunged F-36. Employee Rights Pending from all records, and supports restoration Court Action of job status and all rights and benefits The National Education Association to education employees who are acquit- believes that when criminal charges or ted of child abuse charges. The Associa- civil lawsuits are filed against an education further believes all members should tion employee, the right of due process be knowledgeable of current practices must be guaranteed. If an employee is re- in dealing with such allegations. (1989, moved from student contact or suspended 1996) from a position due to pending court action, all employment rights of the employ- F-38. Health Examinations ee shall remain in force, including full The National Education Association compensation and job security. Contract opposes the imposition of physical and provisions should provide procedures to mental examinations by governing boards be followed until final disposition of the for the purpose of harassment of educa- case. (1984, 1999) tion employees. Physical and mental examinations of F-37. Allegations Against Education education employees should be required Employees only when there is probable cause. Results The National Education Association of such examinations shall be subject to believes education employees should be medical confidentiality, and the education protected from allegations of child abuse employee shall be informed of all results. made in bad faith. The Association believes that health- Any such allegation should be inves- related information must not be released tigated and resolved immediately. The without the written consent of the em- name of the employee should not be pub- ployee. The employee must have the right licly revealed until and unless there is a to examine and, if needed, correct his/her finding of guilt. medical records. Counseling from an outside commu- The Association also believes that the nity agency should be provided for any cost of any required physical or mental di- education employee accused of child agnostic procedure should be incurred by abuse, with emphasis upon the fact that the agency that requires such procedure such referral does not presume guilt. Ad- and that education employees should be ditional counseling should be available guaranteed the right to select their own for the innocent employee after the case physician. (1977, 1995) is decided.

279 Resolutions

F-39. Drug and Alcohol Testing F-43. Health Care Issues The National Education Association Awareness believes in a drug- and alcohol-free work- The National Education Association place. However, the Association believes supports health care issues awareness that mandatory and/or random drug and programs designed to help those coping alcohol testing of employees and job ap- with catastrophic illnesses. The Asso- plicants is an unwarranted and unconsti- ciation also supports efforts to educate tutional invasion of privacy and opposes students, education employees, and the such testing. (1987, 1994) general public about such programs and about the benefits of blood, organ, and tis- F-40. HIV/AIDS Testing of Education sue donation. (1995, 2002) Employees The National Education Association F-44. Color Vision Deficient opposes mandatory/involuntary human Employees immunodeficiency virus/acquired immu- The National Education Association nodeficiency syndrome (HIV/AIDS) test- believes that the needs of all employees, ing of education employees or education including color vision deficient employ- employment applicants. (1987, 1993) ees, must be met. All educational materials that use color coding for referencing F-41. Employees with HIV/AIDS information should be accompanied by The National Education Association an alternate method of identifying these believes that education employees shall items of information such as number- not be fired, nonrenewed, suspended (with ing or labeling the names of each color. or without pay), transferred, or subjected (2004, 2005) to any other adverse employment action solely because they have tested positive F-45. Stress Management and for the human immunodeficiency virus/ Wellness Programs acquired immunodeficiency syndrome The National Education Association (HIV/AIDS) antibody or have been diag- believes that adverse and stressful class- nosed as having HIV/AIDS. (1987, 1993) room and school conditions have led to increased emotional and physical dis- F-42. Hepatitis Vaccinations abilities among education employees. The The National Education Association Association supports stress management believes that governing boards should and wellness programs that facilitate the provide free hepatitis vaccinations to all recognition, prevention, and treatment of employees choosing to be or required to stress-related problems. Such programs be vaccinated. (1995, 2002) should ensure confidentiality and treatment without personal jeopardy. The Association urges that the harmful effects of stress on education employees

280 Resolutions be recognized and demands procedures f. Medication be delivered in and dis- that will ensure confidentiality and treat- pensed from a container properly labeled ment without personal jeopardy. with the name and strength of medication, The Association also supports employ- name of patient, name of physician, date ee assistance programs (EAPs) as a volun- of the original prescription, and direc- tary resource that would assist education tions for use employees who are experiencing signifi- g. Proper storage for the medication cant professional or personal problems by be available. providing confidential, professional coun- The Association further believes that seling leading to improved health and job education employees who are not licensed effectiveness. (1979, 1997) medical personnel should be protected from all liability if they are required to F-46. Medication and Medical administer medication or perform medi- Services in Schools cal services. The Association believes that The National Education Association such education employees should have the believes that procedures should be es- right to refuse to administer medication tablished for students who must use pre- or perform medical services without fear scribed medication or who need other of repercussion. (1977, 2002) medical services during school hours. The Association also believes established F-47. School Nurses procedures should provide that— The National Education Association a. Only licensed medical personnel be urges its affiliates to enroll school nurses required to administer such medication or in active membership and to seek legisla- perform such medical services tion that provides licensure/certification, b. A physician’s written verification of inclusion in collective bargaining agree- the student’s need for medication or ser- ments, and achievement of an appropriate vices be required school nurse-to-student ratio. Each site c. Written permission of the parent/ must have at least one school nurse to ev- guardian be required ery 750 students, with appropriate adjust- d. The initial dosage of medication ments to safely accommodate students not be given in the school except in life- with special health needs and chronic threatening situations. Initial dosage is illnesses. the first dosage administered from the The Association believes that profes- prescription sional development programs should be e. Each medication given be recorded available to all licensed/certified school on a medication log that includes date, nurses to augment their skills in delivering time, and signature of the person giving health care services and in dealing with the medication students with disabilities. (1980, 2006)

281 Resolutions

F-48. Save Harmless/Education implicitly or explicitly discouraged from Employee Liability outside employment during their clinical The National Education Association practice experiences should be provided believes that educational institutions financial assistance or tuition waivers should— by the appropriate teacher preparation a. Provide legal liability protection institution. for education employees when their duties The Association encourages its affili- include physical assistance to students ates to work with school districts and other b. Pay all costs—including attorneys’ appropriate bodies to formulate standards fees, expenses, and damages—incurred for clinical practice programs. Supervis- by employees and other agents in defending or cooperating teachers in a clinical ing any civil action arising out of acts or practice program should have reduced omissions occurring during the perfor- teaching loads and be given a minimum mance of their duties established compensation. Acceptance of c. Reimburse employees and other student teachers, interns, or residents by agents for all costs incurred in defending pre-K through 12 classroom practitioners any criminal action arising out of acts or should be voluntary. omissions occurring during the perfor- The recommendation of the supervis- mance of their duties, provided that said ing or cooperating classroom teachers action terminates in favor of the accused. in such a program shall weigh heavily The Association recommends that in the final decision regarding readiness educational institutions attempt to se- to enter the teaching profession. Teacher cure appropriate insurance to provide the preparation programs should offer alter- aforesaid payment and reimbursement. native placements for individuals in those (1976, 2001) programs in the event of a strike or other work stoppage. (1970, 1999) F-49. Protection of Individuals in Clinical Practice Programs F-50. Transportation Liability The National Education Association Insurance believes that individuals participating in The National Education Association clinical practice programs should be pro- urges its affiliates to seek the enactment vided with legal status and liability proof state and local legislation that would tection by the appropriate teacher prepa- require school systems and educational ration institution. institutions to provide and to incur the The Association also believes that expense of transportation liability insur- higher education institutions and coop- ance for education employees who are re- erating school districts should supply any quested or required to transport students and all instructional materials that stu- by private vehicle for any school-related dent teachers would require during their function. (1978, 1995) student teaching terms. Students who are

282 Resolutions

F-51. Part-Time or Temporary the preservation of quality educational Education Employees programs for children. Volunteers should The National Education Association be appropriately screened and trained, believes that the increased use and/or as determined by the needs of the local abuse of part-time education employees school system and by state statutes. The threatens the academic integrity of the screening should be for the sole purpose institution. of eliminating volunteers who are con- The Association also believes that victed felons, child abusers, or sex of- part-time education employees should fenders. Training should include, but not be employed only when an educational be limited to, the development of age-ap- program requires specialized training or propriate activities and sensitivity to di- expertise not available among full-time versity issues. education employees and when the need The Association deplores the practice for such training and expertise warrants of using volunteer workers for the pur- less than full-time employment. poses of reducing instructional budgets or The Association further believes that the number of full- or part-time education part-time education employees should employee positions within a local school receive the same salary and benefits as system. full-time education employees at least The Association also believes that prorated according to workload. Part- education employees should be involved time education employees should have in the decision-making process regarding the same opportunities to participate in the utilization of volunteers within local collective bargaining, training, service on school systems. (1998, 2000) committees, and setting the academic direction of the educational institution. F-53. Substitute Teachers The Association deplores the practice The National Education Association of employing part-time or temporary em- believes in the importance of employ- ployees for the purpose of reducing insti- ing professional educators to fulfill the tutional budgets, reducing the number of critical role of substitute teachers. The full-time education employee positions, or Association also believes that substi- avoiding the maintenance of an increase tute teachers perform a vital function in in the number of tenure track positions. the maintenance and continuity of daily (1976, 1999) education. In order to achieve and maintain the F-52. Volunteers in Public Schools highest standards of student learning and The National Education Association professional practice, and to ensure qual- believes that parents/guardians and other ity instruction in every classroom every community volunteers have a valuable day, the Association further believes that role to play within the public schools. The substitute teachers must— proper use of volunteers is essential for

283 Resolutions

a. Meet the same standards as other education support professionals in the licensed teachers within the state maintenance and continuity of daily op- b. Receive professional compensation erations. The Association believes that an and benefits education support substitute must meet c. Receive continuous professional the same standards as the employee for development whom he/she substitutes. d. Be provided with materials and in- The Association supports the right of formation appropriate to the position in substitute employees to organize for col- which they are substituting lective bargaining purposes. The Asso- e. Be entitled to and supported by ciation also supports the practice of pro- state and national affiliates in collective viding schedule pay plus basic and fringe bargaining. benefits for education support profession- The Association condemns the prac- als substituting for permanent education tice of assigning substitute teachers to support professionals on extended leave. regular positions for an extended duration (1992) of time. Positions created by extended absence should be filled by available li- F-55. Education Employees and censed teachers who are eligible to be Active Duty Service placed on contractual status by the school The National Education Associa- district. tion believes that an education employee The Association opposes the practice whose career is interrupted by a call to of replacing absent teachers by dispersing active duty service by the National Guard students to other classrooms. The Asso- or the reserves should be guaranteed re- ciation also opposes the use of individuals employment and all benefits that would such as education support professionals, accrue if the employee had continued in a part-time employees, or employees hired position with the school system. through private agencies to cover classes. The Association also believes that the The Association further opposes requir- federal government, upon calling an edu- ing teachers to substitute during their cator to active duty, should supplement preparation time, or in place of their regu- the service person’s compensation so his/ lar teaching assignment. her family does not experience a loss of The Association believes that school revenue or benefits. (1975, 2005) districts must provide full compensation for licensed teachers who substitute for F-56. Employment in Federal personnel on extended leave. (1975, 2005) Schools The National Education Association F-54. Substitute Education Support believes that the federal schools should Professionals adopt employment practices consistent The National Education Association with federal legislation and with the As- recognizes the importance of substitute sociation’s established policies.

284 Resolutions

The Association also believes that equal have all the powers necessary to ensure rights, benefits, and entitlements should be their independence from the plan sponsor, accorded to all education employees who including the power to obtain by employ- are employed in federal schools. ment or contract the services necessary to The Association urges governing bod- exercise the trustees’ powers and perform ies of federal schools to develop poli- the trustees’ duties, including actuarial, cies that ensure a minimum of 120 days auditing, custodial, investment, and legal notification of military installation and services federal school closures. The Associa- b. Retirement boards will be in charge tion also urges that personnel affected by of administering benefits as well as these closures be provided support by the investments employer during this transition period. c. Actuarial and investment policies (1971, 1999) that produce sound financing d. Assets of the retirement system be F-57. Education in Correctional and used for the sole benefit of the beneficia- Rehabilitation Agencies ries of the system. Any other proposal to The National Education Association use the assets of a retirement system be believes that legislative and professional adopted only if it is determined that it will support should be given to members who have no negative actuarial impact on the teach in federal, state, and local correc- system tional and rehabilitation institutions, hos- e. All member pension plans, except pitals, and other custodial agencies. The higher education, have as a basis an ad- Association supports improving the stan- equate and fully funded defined benefit dards of instruction in these institutions. plan (1973, 1986) f. A benefit that will maintain real replacement income levels of at least 75 RETIREMENT/SOCIAL SECURITY percent of the highest single year’s rate of salary after 30 years of service (and at F-58. Retirement least 50 percent after 20 years of credit- The National Education Association able service) and automatic cost-of-liv- shall provide leadership in retirement is- ing increases (without regard to age) to sues and believes that state and local re- maintain purchasing power for retirees tirement systems and programs should and beneficiaries. Normal retirement will include— also be available at age 55, irrespective of a. Boards of trustees with a majority length of service, if fully vested, where elected by and from the membership and actuarially sound. of sufficient size to ensure an adequate g. Immediate and full vesting after number of representatives from among re- not more than five years of service tired members; subject to their fiduciary h. Annual independent review and responsibilities, these boards should also audit

285 Resolutions

i. Provisions for employee contribu- are urged to support state statutes and tions to be a percentage of total compen- proposed federal legislation or any pro- sation, not to exceed the amount contrib- gram providing portability coverage uted by employers. The employer may pay p. Full funding and equitable admin- part or all of the employee contribution istration in the granting of retirement j. Provisions permitting the purchase credit for service in the military, the Peace of credit earned while a member of an- Corps, or Volunteers in Service to Amer- other retirement system ica (VISTA) or provision for purchasing k. Provisions permitting the purchase up to five years of retirement credit for of credit for sabbatical leaves, maternity/ service in the military, the Peace Corps, paternity/adoption leaves, and any other or VISTA approved leaves of absences q. Nondiscrimination on the basis of l. Normal retirement of at least 50 gender or marital status percent of the highest single year’s rate of r. Retirement credit for unused sick salary after 20 years of creditable service leave or at age 55 if fully vested, where actu- s. All compensation, including extra- arially sound, and with provisions that duty pay, in computing retirement benefits guarantee the employee with full benefits t. Benefits not reduced by other earned from all sources. Voluntary retire- sources of income, including Social Se- ment should follow the same provisions curity benefits m. Disability retirement for a service- u. Pre-retirement counseling connected disability available to education v. Retirement housing facilities that employees from the first day of employ- are funded from sources other than those ment. Nonservice-connected disability designated for retirement benefits retirement shall be available after five w. Education employees’ contribu- years of service. The benefit formula for tions and benefits that are not subject to disability retirement should yield benefits federal income taxation comparable to those of normal retirement x. Nondiscriminatory Internal Rev- n. Automatic cost-of-living increas- enue Service rules and regulations es, without regard to age, to maintain y. An annual financial statement dis- purchasing power for retirees and tributed to all members beneficiaries z. Tax-sheltered annuity and deferred o. A joint federal-state program to compensation plans with a broad choice provide those who have been employed of programs available to all members. in two or more states, in Department of These plans should have actuarial tables Defense Education Activity (DoDEA) that do not discriminate on the basis of schools, or in other government schools race, gender, or national origin with benefits substantially the same as aa. Provisions to purchase pension they would have received if they had re- credit for any previous Department of tired after a career in one state. Affiliates Defense teaching service

286 Resolutions

bb. Fully paid comprehensive health e. Needs for liquidity, regularity of insurance, including reimbursement for income, and preservation or appreciation Medicare Part B premiums, for retired of capital education employees, their spouses, do- f. The adequacy of funding for de- mestic partners, and/or dependents fined benefit plans based on reasonable cc. Benefits that are free from double actuarial factors taxation or source taxation by states for g. Protection of the long-term em- retirees living outside of the state where ployment interests and opportunities of the benefits were earned participants in the plan dd. All retirement benefits for spouses h. Opposition to investments in cor- equally available for domestic partners porations whose policies or expenditures ee. Benefit formulas that provide full- of funds undermine child welfare and/or year credit for each school year worked public education, when other investments and provide that credit regardless of the provide equivalent benefits to retirement number of hours worked per day. (1969, system members. 2002) Boards of trustees charged with the authority to invest and manage the assets F-59. Investment of Retirement of public employee retirement systems System Assets and Protection of should adopt a statement of investment Earned Benefits objectives and policies for each retire- The National Education Association ment program that include— believes that retirement system assets can a. The desired rate of return on assets be invested in any type of investment that overall plays an appropriate role in achieving risk b. The desired rate of return and ac- and return objectives reasonably suited to ceptable levels of risk for each asset class the retirement program. In the investment c. Asset allocation goals and management of retirement systems as- d. Guidelines for the delegation of au- sets, and in a manner consistent with their thority fiduciary responsibilities and all applica- e. Information on the types of reports ble federal, state, and local statutes, trust- to be used to evaluate performance. ees should, among other circumstances, The Association also believes that the consider— boards of trustees of education employee a. General economic conditions retirement systems should make every b. The possible effect of inflation or effort, consistent with their fiduciary ob- deflation ligations, to participate in the decision- c. The role that each investment or making process of corporations in which course of action plays within the overall the systems hold stock by casting stock- portfolio of the retirement program holder votes that benefit the interests of d. The expected total return from in- the participants and beneficiaries of the come and appreciation of capital retirement systems and those of the united

287 Resolutions education profession and by electing to against any diminution of plan assets that corporate boards members and/or repre- is not in the sole interest of plan partici- sentatives who support public education. pants and beneficiaries or, absent such The Association further believes that the constitutional safeguards, by at least the boards of trustees of public employee re- passage of federal and/or state legislation tirement systems should coordinate their that provides for protections against any voting in companies in which they have a diminution of plan assets that is not in the mutual interest. sole interest of plan participants and ben- The Association believes that the as- eficiaries. sets of retirement systems in which public The Association also believes that a education employees participate should retirement system should be exempt from be managed and invested for the sole and federal regulations when its plan is in exclusive benefit of the participants and compliance with minimal standards pre- beneficiaries of those systems. Expendi- scribed by federal, state, and local stat- tures from a system trust fund should only utes. (1976, 2002) be made for the benefit of trust beneficiaries and for the reasonable expenses of F-60. Social Security administering the system. All retirement The National Education Association benefits earned by education employees believes that Social Security should be should, under the law, be payable to such available to eligible education employees employees. Existing retirement benefits where desired, but should not be mandat- should be maintained or improved. No ed. Contracts with Social Security should person participating in a retirement sys- provide for supplementary plans rather tem should be required to accept any re- than integrated or coordinated plans. duction in benefits below those in force at The Association also believes Social any time during the period of member- Security benefits should be guaranteed ship. The retirement benefits are earned, at no less than the current level. The ben- and therefore, inviolate. efits should continue to guarantee infla- The Association is aware of incursions tion adjusted retirement income as well as on retirement system assets by state and continue to provide guaranteed inflation municipal governments. Such incursions adjusted survivor benefits for the families involve either a misuse of assets or the of deceased workers and disabled workers failure to appropriate required funds to and their families. the system. Both practices result in in- The Association further believes that creasing accrued liabilities, which reduc- Social Security retirement and survivor es the financial soundness of the system benefits should be based upon the Social and jeopardizes the security of education Security program and Social Security employee retirement benefits. Retirement taxes. The Association supports the goal systems can best be protected by the pas- of comprehensive health insurance for sage of state constitutional protections retirees.

288 Resolutions

The Association also supports the re- Professional standards boards should form of Social Security laws to eliminate have exclusive authority to license and discriminatory offset provisions and dis- to determine criteria for how a national crimination based on sex, marital status, certificate will be recognized for profes- or time of retirement and to reduce the sional educators. Further, these boards retirement age. The Association further should have the exclusive authority to es- supports reforms to improve the financial tablish the standards regarding licensure, security and stability of the Social Securi- including procedures for suspension and ty system without the privatization of the revocation. The Association opposes leg- system. No benefit promised or no ben- islation that compromises the authority efit for which money has been collected of state standards boards and urges the should be withdrawn without adequate elimination of state statutes that conflict replacement. (1977, 2005) with this authority. The Association further believes that these boards must ap- F-61. Medicare ply National Council for Accreditation of The National Education Association Teacher Education (NCATE) standards believes in comprehensive health insur- as a minimum for granting, denying, or ance for retirees. The Association also be- withdrawing the approval of teacher prep- lieves that Medicare is an important part aration programs. (1969, 2000) of access to health care. The Association further believes that Medicare must be G-2. National Certification available as a universal guaranteed benefit The National Education Association that includes affordable prescription drug supports voluntary national certification coverage and benefits for home healthcare by which the profession grants recogni- and mental health services. (1999, 2004) tion to an individual who has met qualifications specified by the profession. The G. SECURE PROFESSIONAL Association recognizes that this function AUTONOMY is filled by the National Board for Pro- fessional Teaching Standards (NBPTS), PROFESSIONAL STANDARDS, which is composed of a majority of prac- CERTIFICATION, LICENSURE ticing public school teachers. The NBPTS establishes appropriate G-1. State Professional Standards assessment procedures by which indi- Boards viduals demonstrate exemplary practice The National Education Association in pedagogy and in subject matter ar- believes that the profession must govern eas, issues certificates to all individuals itself. The Association also believes that who meet NBPTS-established standards, each state should have a professional stan- maintains a roster of those who have been dards board, composed of a majority of certificated, and encourages reciprocity practicing public school teachers. with state professional standards boards.

289 Resolutions

The Association also supports the employment in every public and private periodic evaluation of such certification school (pre-K through adult). No license procedures to ascertain whether cultural, should be issued unless an individual pos- economic, gender, racial, or age bias is sesses the entry-level knowledge and skills perpetuated by the requirements for cer- required for teaching. No emergency li- tification. (1987, 1998) censes should be issued. No assignments should be permitted outside the teacher’s G-3. Licensure area of licensure without appropriate con- The National Education Association current retraining supported by the local advocates rigorous state standards for en- district. try into the teaching profession. As estab- The Association urges the elimination lished by professional standards boards, of state statutes/regulations that require these standards must include each of the teachers to renew their licenses. Where following: such renewal continues to be required, • high academic performance standardized literacy and basic skills • extensive clinical practice experi- tests to determine competency should not ence be used. • demonstrated knowledge of subject The Association supports regulations matter, pedagogy, and child development. that would put professional educators, the Every candidate, including those en- majority of whom are licensed and prac- tering via alternative routes, should meet ticing public school teachers, in state li- every standard prior to being granted a censing agencies. teaching license. The Association also supports the pe- Assessments used to measure teacher riodic evaluation of licensure procedures skill, knowledge, and instructional com- to ensure that cultural, economic, gender, petency must be valid and unbiased and racial, and age biases are not perpetuated should be included as one element of by the requirements for licensure. (1985, comprehensive assessment for completion 2006) of a teacher preparation program as well as for licensure into the profession. ACCREDITATION The Association opposes licensure processes that lower or eliminate any of G-4. Accreditation in Higher the standards outlined above, including Education "testing-only" approaches to teacher li- The National Education Association censure. supports strong regional, state, national, The Association asserts that a teaching and discipline-based accrediting bod- license should signify that an individual ies that promote and encourage faculty entering the teaching profession is compe- participation in the accrediting process. tent to teach. A teaching license must be The Association believes that programs, recognized as the primary requirement for faculties, administrations, and facilities

290 Resolutions should be reviewed to determine their right to express their personal viewpoints ability to enhance learning opportunities in public without fear of censorship or for students. The Association also be- intimidation. The Association supports lieves that accrediting agencies should not voter education to alert voters to voting impose standardized curricula, assess- laws and procedures and key political is- ment models, or pedagogical methods on sues. The Association also supports writ- institutions of higher education but rather ten governing board policies to guarantee should base accreditation on standards as education employees their political rights. applied to the institutional mission state- The Association further believes that lo- ment. (1995, 1998) cal government units should be prevented from restricting the right of education G-5. Accreditation of Teacher employees to run for any elective office. Preparation Institutions Provisions should be made to enable edu- The National Education Association cation employees to serve in public office believes that teacher preparation pro- without curtailment of annual increments, grams must be approved at two levels: at tenure, retirement, or seniority rights, or the state level through an agency such as to carry out jury duty without personal fi- a professional standards board and at the nancial loss. national level through the National Coun- The Association believes that it is the cil for Accreditation of Teacher Education duty and responsibility of education em- (NCATE). ployees to involve themselves in the selec- The Association also believes that tion, election, and reelection of qualified, NCATE and its governing boards must committed candidates who support goals include representatives of all levels of the that will provide quality education. There- teaching profession as well as students fore, the Association urges its members to preparing to teach. (1969, 2000) become politically involved and to support the political action committees of the As- H. UNITE EDUCATION EMPLOYEES sociation and its affiliates. (1969, 1997) FOR EFFECTIVE CITIZENSHIP H-2. The Right To Know CITIZENSHIP RIGHTS The National Education Association believes that open meeting and public H-1. The Education Employee as a disclosure laws are essential to permit Citizen the monitoring of governmental actions. The National Education Association (1972, 1997) believes that every education employee has the right and obligation to be an in- H-3. The Right To Vote formed and politically active citizen. The The National Education Association Association also believes that, as private believes that the principle of one-per- citizens, education employees have the son—one-vote must apply at all levels of

291 Resolutions government, including the election of the involved in citizen-based community President of the United States. organizations and to influence those or- The Association recognizes the right ganizations to address issues of common to vote as a constitutional right guaran- concern to their local, state, and national teed to all eligible citizens. The Associa- education associations. (1992) tion supports the continued maintenance of the provisions of the Voting Rights Act H-6. Participation in Professional of 1965. Associations The Association also supports voting The National Education Association and absentee provisions that are acces- believes that every educational employee sible, simplified, accurate, reliable, and has the right and obligation to participate verifiable for all elections and further sup- fully in professional associations. Poli- ports election administrations that pro- cies adopted by governing boards should vide for open, fair, secure, and publicly provide released time without loss of pay verifiable ballot counting. to education employee fulfilling leader- The Association opposes all actions ship responsibilities or attending profes- that encourage or result in voter disen- sional meetings. Released time should be franchisement. The Association supports equitably provided to all education em- voter education programs and uniform ployees, without harassment and without registration requirements without restric- preference given to educational position. tive residency provisions or restrictive (1986, 1997) identification requirements. (1971, 2006) H-7. National Health Care Policy H-4. U.S. Constitutional Convention The National Education Association The National Education Association believes that affordable, comprehensive believes that the U.S. Constitution safe- health care, including prescription drug guards freedoms fundamental to our so- coverage, is the right of every resident. ciety. The Association also believes that The Association supports the adoption all proposed changes to the Constitution of a single-payer health care plan for all should be directed through the traditional residents of the United States, its territo- congressional proposal and state ratifi- ries, and the Commonwealth of Puerto cation process rather than through the Rico. convening of a constitutional convention, The Association will support health which opens the Constitution to the pos- care reform measures that move the sibility of total revision. (1982, 1997) United States closer to this goal and that achieve universal and comprehensive H-5. Member Involvement in health care coverage, control costs while Community Organizations assuring quality, emphasize prevention of The National Education Associa- health care problems, and are financed by tion encourages its members to become means that assure greater equity in the

292 Resolutions funding of that health care. The Association encourages its affili- The Association also believes that un- ates and members to include these crite- til a single-payer health care plan is ad- ria in selection of products for use and to opted, Congress should make no cuts in work with school systems and educational Medicare/Medicaid benefit levels or in institutions in developing purchasing pol- federal funding of the Medicare/ Medic- icies using these criteria. aid program. (1978, 2003) The Association also believes that business and governmental agencies H-8. Energy Programs should dispose of waste in a manner that The National Education Association will have the least possible impact on the believes that a national energy policy environment. (1990, 1995) should reflect the efficient use of energy from all sources, provide research to de- H-10. Historic Preservation velop new sources of energy, stress rapid The National Education Association development of renewable energy sources, encourages the preservation of histori- and promote conservation. cally significant lands and structures for The Association supports ensuring the purposes of preserving our nation’s the energy-efficient operation of public heritage and maintaining important his- schools and encourages the use of new toric resources for future generations. energy sources and energy-efficient de- (1990, 1994) sign in school renovation and construction. The Association also supports ef- H-11. Statehood for the District of forts that develop energy conservation Columbia awareness and school building energy The National Education Association audit programs. The Association further affirms that all citizens of the United supports programs that investigate energy States should enjoy the full benefits of efficiency recommendations, research, citizenship. Accordingly, the Association and public health and safety programs supports efforts to achieve statehood for for all educational levels in the schools. the District of Columbia. (1977, 1997) The Association believes that the concept of fiscal autonomy is consistent with H-9. Environmental Responsibility this position and that the federal payment The National Education Association to the District of Columbia should be believes that businesses and governmen- based on an established formula. (1969, tal agencies should be responsible for 1997) designing, producing, and using products that are reusable, recyclable, biodegradable, or disposable without contaminating the environment.

293 Resolutions

I. PROMOTE AND PROTECT I-2. International Court of Justice HUMAN AND CIVIL RIGHTS The National Education Association believes in the concept of the rule of law INTERNATIONAL RIGHTS throughout the world and recognizes that the International Court of Justice is one I-1. Peace and International instrument to resolve international dis- Relations putes peacefully. The National Education Association The Association urges participation by recognizes the interdependence of all the United States in deliberations before people. The Association believes in the the court. (1986, 1997) ideals of peace, freedom, and human dignity based upon respect for the individual I-3. International Criminal Court and cultural diversity. The Association The National Education Association urges all nations to develop treaties and believes that the International Criminal disarmament agreements that reduce the Court is critically important as an instru- possibility of war, provide for the peace- ment to help end the impunity of human ful resolution of conflicts, and guarantee rights violators, provide for the rule of law, the rights of nations to exist within safe and hold accountable those who commit and secure borders, free from the threat of the gravest human rights crimes, includ- pre-emptive attacks. The Association also ing genocide, crimes against humanity, believes that such treaties and agreements and war crimes. should prevent the placement of weapons The Association also believes that the in outer space. United States should ratify the Rome Stat- The Association supports the prin- ute of the International Criminal Court ciples stated in the United Nations (UN) and recognize and support its authority Charter and believes that the UN furthers and jurisdiction. (2005) world peace and promotes the rights of all people by preventing war, racism, and I-4. World Hunger genocide. The Association further be- The National Education Association lieves that Education International con- believes that worldwide attention needs tributes to peace and international rela- to be focused on hunger and malnutrition. tions by promoting dialogue among the The Association supports continued relief world’s education employees. to those in need as well as the education The Association supports the U.S. In- of children, youth, and adults concerning stitute of Peace, which provides publica- world hunger and its effects so that they tions, information, programs, training, may develop the capacity and the com- and research data in developing peace- mitment to resolve these problems. (1975, making and conflict resolution skills. 1989) (1973, 2006)

294 Resolutions

I-5. Covert Operations and I-7. Nuclear Facilities, Radioactive/ Counterintelligence Activities Chemical Pollutants, and Waste The National Education Association Incineration believes that U.S. covert operations and The National Education Association counterintelligence activities should be believes that strict monitoring of nuclear compatible with the basic principles of facilities and radioactive/chemical pol- our democratic society. lutants and waste incineration should be The Association also believes that all required. The Association urges the de- such activities should be conducted under velopment and implementation of new the jurisdiction of the executive and leg- technologies for the safe transport and islative branches of our government and recycling of all wastes. The Association that individuals must be held accountable also urges regulation of the U.S. Depart- when they work outside of the specific ment of Energy by an independent agency directives issued for a given operation. to reduce the further radioactive pollution (1989) of our environment. The Association supports programs I-6. Nuclear Freeze/Cessation that would educate the public to the dan- The National Education Association gers and benefits of nuclear power, re- believes that nuclear war is not survivable. cycling of nuclear wastes, problems of The proliferation of weapons technology nuclear waste disposal, and health risks and the sale and distribution of conven- associated with waste incineration. tional and nuclear weapons increase the The Association also believes that the possibility of nuclear war. people of a state should make the final The Association also believes the determination as to whether or not toxic United States and all other nations should and/or nuclear waste processing sites or adopt a verifiable freeze on the testing, the transportation of nuclear waste shall development, production, upgrading, em- be within their state boundaries. Con- placement, sale, distribution, and deploy- tiguous states directly affected environment of nuclear weapons, materials, and mentally by processing sites should be all systems designed to deliver nuclear included in the final determination. Strict weapons. The Association supports the guidelines concerning the construction development of treaties for the cessation and operation of waste incinerators should of all nuclear weapons testing, providing be required. The Association further be- they contain adequate verification and lieves that such facilities should not be enforcement provisions. The Association constructed within a 10-mile radius of also supports the development of treaties any school facility. to eliminate the world’s nuclear weapons The Association believes that educa- arsenals. (1982, 2000) tion employees must be involved in the development and dissemination of emergency plans in the case of accidents that

295 Resolutions potentially could result in environmental prohibits the free and responsible exercise or health hazards. (1989, 1997) of these rights and believes that all education employees must lead in the effort I-8. Global Environmental to prevent any encroachment on basic hu- Restoration man and civil rights. The National Education Association The Association also believes that believes that when pollution occurs the the U.S. government should withhold all responsible entities must be accountable forms of military aid to governments that for an expeditious, complete cleanup and violate these rights. restoration of the environment and its The Association further believes that ecological systems. In addition, the As- violence is abhorrent. The Association sociation supports international efforts also condemns violence, as well as the to reduce the levels of toxic metals and tolerance of violence, and believes that all chemicals in the food chain. (1990, 2005) nations must pass and enforce measures to curtail and prevent actions and prac- I-9. International Consumer tices that inflict pain, suffering, mutila- Protection tion, or death, and offer asylum to those The National Education Association threatened by such actions. believes that products sold and/or adver- The Association expresses concern tised abroad by U.S.-based companies that the utilization of trade sanctions on must at least meet the consumer, health, food and medical supplies by any nation and safety standards that are required for of the world to achieve political objectives trade within the United States. fails to adequately consider the possible Furthermore, the Association oppos- humanitarian impact of those policies on es coercing other nations to accept U.S. the civilian populations of the affected products that do not meet those nations’ nations, particularly the young, the elder- consumer, health, and safety standards or ly, and the poor. practices. (1990) The Association deplores the holding of hostages, all forms of torture, and the HUMAN AND CIVIL RIGHTS taking of human life in the name of making a political statement. The Association I-10. Human Rights believes that it is the responsibility of all The National Education Association governments to discourage such actions believes that the governments of all na- by individuals or groups of individuals. tions must respect and protect the basic The Association supports an international human and civil rights of every individu- judicial system that would hold account- al, including equal access to education as able those who violate human rights. embodied in the United Nations Universal The Association calls upon all na- Declaration of Human Rights. The Asso- tions to release all education employees ciation condemns any action that limits or and students who are being held without

296 Resolutions charge and to refrain from the use of co- be ensured without abridgment of human ercion and arbitrary detention to punish and civil rights. All individuals must be the people of a specific area of their ter- assured a speedy and fair judicial process ritories. with free legal counsel for those in need. The Association further condemns To be effective citizens, individuals must the practice of capital punishment in na- be trained and aided in developing strate- tions without judicial safeguards such as gies and expertise that will enable them the presumption of innocence and/or the to operate effectively in a democratic so- right to counsel. ciety. The Association also expresses con- The Association opposes any federal, cern that the practice of capital punish- state, or local law; Executive Order; and/ ment in the United States impacts indi- or amendment to the U.S. or state con- viduals disproportionately on the basis of stitutions that curtails basic civil rights. social class, race, ethnicity, and gender. (1969, 2004) The Association supports ongoing efforts to review the practice of capital punish- I-12. Human and Civil Rights of ment for inequities based on these and Children and Youth other factors. The National Education Association The Association opposes any federal, believes that the human and civil rights of state, or local law; Executive Order; and/ children and youth must be protected and or amendment to the U.S. Constitution opposes the exploitation of children and that curtails or infringes on basic human youth under any circumstances. rights. (1977, 2005) The Association condemns the use of children and youth by organizations, gov- I-11. Civil Rights ernments, and political/military move- The National Education Association ments to advance their political objec- is committed to the achievement of a to- tives. The Association also condemns tally integrated society. The Association governments that subject young people calls upon Americans to eliminate—by to physical or mental abuse, violence, and statute and practice—barriers of race, unwarranted detention or incarceration. color, national origin, religion, philo- The Association opposes the impressment sophical beliefs, political beliefs, gender, or acceptance of minors into the service sexual orientation, gender identification, of the armed forces of any government age, disability, size, marital status, and or into the service of revolutionary forces economic status that prevent some indi- under any circumstances. The Associa- viduals, adult or juvenile, from exercising tion supports programs and other efforts rights enjoyed by others, including liber- to prevent and alleviate the effects of such ties decreed in common law, the Consti- trauma upon children and youth. tution, and statutes of the United States. The Association also believes that chil- Civil order and obedience to the law must dren and youth in detention centers must

297 Resolutions be provided educational programs that I-14. The Right To Organize will enable them to become contributing The National Education Association members of society. Teachers in such cen- believes that all people have the right to ters must be prepared to provide instruc- organize in order to achieve an improve- tion in life skills and learning skills. ment of their living conditions through The Association also opposes the im- their own free and independent unions position of the death penalty or life im- and organizations. The Association urges prisonment without parole on individuals that this right be advocated where it is whose offenses were committed prior to now abused or denied and strengthened age 18. The Association further condemns where it is now secured. the practice of placing children and youth The Association deplores anti-union in trouble in abusive environments. The activities by business interests, school dis- Association further opposes the place- tricts, and government agencies, includ- ment of children and youth who are not ing efforts that attempt to destroy and un- charged with any offense in facilities with dermine labor unions and organizations, persons who are charged with criminal penalize members for union involvement, offenses. The Association further believes and deprive workers of their right to orga- that there must be separate facilities for nize and bargain. (1982, 1993) the detention and for the incarceration of children and youth and supports the de- I-15. Displaced Workers velopment of alternatives to supplement The National Education Association the use of such facilities. (1988, 2003) believes that entities that close, move, sell, downsize, or reorganize their facilities I-13. Family Planning have an obligation to provide displaced The National Education Association employees with a variety of retraining and supports family planning, including the support programs. These entities shall as- right to reproductive freedom. sist their employees with placement in jobs The Association urges the government having comparable pay and benefits and to give high priority to making available shall maintain existing union contracts. all methods of family planning to women The Association opposes the use of and men unable to take advantage of pri- public funds to encourage the movement vate facilities. of U.S. companies to other countries at The Association also urges the im- the expense of U.S. union labor. (1992, plementation of community-operated, 1993) school-based family planning clinics that will provide intensive counseling by I-16. Use of Union-Made Products trained personnel. (1985, 1986) and Services The National Education Association recognizes the historical role of organized labor in its struggle for economic

298 Resolutions and social justice. The Association advo- I-19. Housing and Health Care for cates the use of union-made products and All services. The Association supports the The National Education Association use of appropriately established boycotts believes that all members of our society and picket lines. (1991, 1994) have the right to adequate housing and health care. The Association supports I-17. Migrant Workers programs to provide adequate housing The National Education Association and health care for the homeless and oth- is concerned with the plight of migrant ers in need of assistance. (1989, 1997) workers. The Association supports the efforts of migrant workers to be represented I-20. Fair Housing in collective bargaining by the organiza- The National Education Association tion of their choice. (1985) believes that all citizens should be free to reside in the communities of their choice. I-18. Immigration The Association supports the elimination The National Education Association of the discriminatory practice of redlin- supports efforts to improve the immigra- ing. (1969, 1997) tion process, including the provision of due process, political asylum, and timely I-21. Invasion of Privacy legalization without regard to national The National Education Association origin. The Association also supports believes that every individual has a right policies that protect the integrity of the to privacy. The Association continues to family unit. The Association believes that be concerned about the indiscriminate English and citizenship classes should be surveillance of citizens or groups by pri- available in sufficient numbers to ensure vate and public agencies or individuals, that immigrating individuals can comply especially the posting of addresses, phone with all federal mandates for permanent numbers, and/or travel routes of individu- residence and/or citizenship. als on Internet Web sites. The Association The Association opposes any immi- condemns the use of information gath- gration policy that denies human and/or ered and stored and the exchange of such civil rights or educational opportunities information, including library patron, to immigrants and their children regard- medical, e-mail, and credit card records, less of their immigration status, hinders without explicit release from the person workers’ abilities to organize, imposes ex- or persons involved. cessive fees and fines on those seeking le- The Association also believes that galization, or criminalizes individuals or rights to privacy and confidentiality must groups who support or assist immigrants be guaranteed through federal and state regardless of their status. The Association legislation. (1970, 2004) condemns such policies as inhumane and discriminatory. (1984, 2006)

299 Resolutions

I-22. Freedom of Creative government agencies. Expression The Association believes that states The National Education Association should develop a systematic process for supports freedom of expression in the gathering evidence when such assaults creative arts and therefore deplores any occur and supports the use of DNA test- efforts by governments to suppress, di- ing as a means to identify perpetrators rectly or indirectly, such expression. The of sexual assault. The Association also Association also supports the freedom of believes in the importance of counseling publicly funded agencies to exercise judg- and rehabilitation for the assailant, and ment in the awarding of grants to individ- the protection of privacy and due process uals and organizations. (1990) rights for both the victim and the alleged assailant. (1981, 2005) I-23. Violence Against Women and Girls Worldwide I-25. Human Relations in the School The National Education Association The National Education Association condemns domestic and other violence believes that improved human relations against women and girls, as well as the is essential to the school environment. To tolerance of such violence, and believes improve human relations in all schools, that all nations should pass and enforce the Association calls for— measures to curtail and prevent actions, a. School recruitment and staffing policies, and practices that inflict pain, policies that will ensure culturally diverse suffering, or death. (1993, 1997) education employees b. Appropriate classroom and other I-24. Sexual Assault student-related activities, particularly The National Education Associa- those that are responsive to the cultural tion believes that all members of society diversity and historical backgrounds of should be protected from becoming vic- our society tims of sexual assault. The Association c. Further development of continuing also believes that it is a violation of the education programs to educate school and victims’ right to privacy to release the community personnel names of the victims or to have their past d. Reduction of the ratio of students to sexual history admitted as evidence in as- licensed staff. This reduction should be to sault cases. The Association supports fair the level teachers determine to be essen- and equitable treatment by health, hos- tial to improved learning pital, and law enforcement agencies for e. Development of ways to improve sexual assault victims. The Association community-police and student-police further believes that access to necessary relations through the joint efforts of services/programs must be made avail- school, community, and law enforcement able to victims and their families. These agencies services must be funded by appropriate

300 Resolutions

f. Joint discussions to promote under- I-27. Martin Luther King, Jr. Day standing of human and civil rights and The National Education Association responsibilities in all segments of society believes that Martin Luther King, Jr. Day g. Development and implementation should be a state holiday in every state to of curricula that teach students about pos- focus on the importance of human rela- itive human relations. (1972, 1999) tions. The Association encourages the observance of this day to promote good will I-26. Bullying among all people. (1969, 2001) The National Education Association believes the school environment must be I-28. Freedom of Religion free from all forms of bullying. Bully- The National Education Association ing is the systematic and chronic inflic- believes that freedom of religion is a fun- tion of physical hurt and/or psychologi- damental human right. The Association cal distress on one or more individuals. also believes that choice of religion is an The Association recognizes that bullying intensely personal decision. Instruction in in schools is not limited to students, but religious doctrines and practices is best can include members of the entire school provided within a family setting and/or community. by religious institutions. The Association encourages its affili- The Association further believes that ates to work with local school districts and schools should teach the rights and re- institutions of higher education to develop sponsibilities associated with the freedom comprehensive schoolwide programs in- of religion, the religious heritage and di- cluding all stakeholders to address bully- versity of the United States, respect for ing. Such programs should— the religion of others, and the historical a. Establish strong policies prohibit- and cultural influences of various world ing bullying that include the definition, religions. consequences, and procedures for report- The Association believes that lo- ing and appeals cal school boards should adopt policies b. Develop and implement education- that govern religious activities on school al programs designed to help students rec- property. Such policies must respect the ognize, understand, prevent, oppose, and separation of church and state; govern eliminate bullying voluntary, student-led meetings with adult c. Provide training for all school em- supervision before or after normal school ployees in bullying prevention and inter- hours; treat all religions on an equal ba- vention sis; and protect the rights of students and d. Provide professional development education employees. materials and resources. The Association also believes that the These programs should be reviewed, constitutional provisions on the establish- revised, and updated to reflect changing ment of and the free exercise of religion in needs. (2004) the First Amendment require that there be

301 Resolutions no sectarian practices in the public school must be strictly regulated. A mandatory program. The Association opposes the background check and a mandatory wait- imposition of sectarian practices in the ing period should occur prior to the sale public school program and urges its affili- of all firearms. The Association believes ates to do the same. that minors shall not be allowed to buy, The Association also opposes any own, or sell firearms. federal legislation or mandate that would The Association also believes that gun require school districts to schedule a mo- owners should participate in educational ment of silence. The Association par- programs that stress responsible owner- ticularly opposes a moment of silence as ship, including safe use and storage of a condition for receiving federal funds. guns. (1982, 2003) (1995, 1999) I-30. Victims of a Crime I-29. Gun-Free Schools and the The National Education Association Regulation of Deadly Weapons believes that victims of a crime should The National Education Association be treated with dignity and compassion, believes that all students and education without the fear of intimidation. Victims employees must be allowed to learn and and their families should be notified of work in an environment free of unau- and have the right to be present/represent- thorized guns and other deadly weapons. ed at all hearings and legal proceedings Severe penalties should be enacted and involving the defendant/perpetrator. strenuously enforced for criminal actions The Association also believes that it is involving guns and other deadly weapons, a violation of the victims’ right to privacy especially in school settings, and for those to release the names of the victims. The who profit from the illegal sale, importa- Association further believes that victims tion, and distribution of these weapons. and their families must be made aware of The Association also believes that indi- and have free access to necessary servic- viduals who bring guns or deadly weap- es/programs. These services/programs ons to school should be excluded from must be funded by the appropriate gov- school and school grounds until undergo- ernment agencies. (1987, 2001) ing mandatory prescribed intervention. The Association further believes that I-31. Military Veterans strict prescriptive regulations are neces- The National Education Association sary for the manufacture, importation, dis- believes that many veterans of military tribution, sale and resale of handguns and conflicts are suffering physical, social, ammunition magazines. The possession and psychological problems because of by the private sector of automatic weap- their involvement in combat and related ons and military-style semiautomatic as- military activities. The Association sup- sault weapons should be illegal, except for ports federal and state increases in ben- historical and collection purposes, which efits and programs, including retirement

302 Resolutions benefits, for these military veterans to should require the use of seat belts for meet their needs. (1981, 1997) adults and minor children and approved car seats for infants and young children I-32. Veterans Day e. Legislation requiring the use of The National Education Association helmets for bicycle and motorcycle riders believes that children and people of this f. Continued research and the de- nation should honor and memorialize the velopment of safety features and passive sacrifices and heroic acts of the men and restraint systems for passengers in school women who have served in the Armed buses and for the inclusion of those fea- Forces. Veterans Day should be main- tures shown to be effective. (1982, 1999) tained as a legal holiday. Students should be taught the importance and magnitude I-34. Federal and State Support for of the sacrifices made by service men and Public Welfare women in the protection of the United The National Education Association States during war and peace. Affiliates believes that conditions that cause reliance and school systems should plan obser- on public welfare must be alleviated. The vances to promote the celebration of vet- Association also believes that the federal erans’ courage, patriotism, and sacrifice and state governments must work together for every member of society. (2001) to provide assistance in education, housing, child care, health care, transporta- I-33. Traffic Safety tion, and job training/placement. Further- The National Education Associa- more, assistance must continue during the tion believes that traffic deaths and inju- transition from welfare to work. ries must be reduced. The Association The Association further believes that supports— no current employee should be displaced a. Enactment and enforcement of ef- nor position abolished as a result of gov- fective and equitable legislation regulat- ernment efforts to move individuals from ing driving while under the influence of welfare to work. (1971, 1999) alcohol, drugs, or other mind-altering substances RIGHTS OF SPECIFIC GROUPS b. Appropriate educational experiences for students regarding the effects of I-35. Protection of Senior Citizens driving while under the influence The National Education Association c. Recognized community and school condemns the physical, mental, and eco- groups in their efforts to reduce death and nomic abuse of senior citizens. injury from accidents caused by drivers The Association also condemns those under the influence policies and practices that result in poor d. Legislation requiring mandatory re- medical care; physical, mental, and eco- straint of all passengers in motor vehicles, nomic abuse; excessive pharmaceutical excluding school buses. The legislation charges; inadequate dietary programs;

303 Resolutions deteriorating living quarters; and un- standards of the Americans with Disabili- trained staff for patients and residents of ties Act. (1988, 1997) nursing and retirement homes. The Association supports legislation I-39. Protection of Persons with and consumer education to eliminate the Mental Disabilities use of unethical techniques, scare tactics, The National Education Association and misrepresentation to divest senior believes that the human and civil rights of citizens of their financial resources. individuals with mental disabilities must The Association believes that its af- be protected. filiates should join in political action to The Association also believes that bring about legislative and administrative individuals with mental disabilities who reform at the state and national levels. have committed criminal offenses should (1978, 1997) receive all diagnostic and/or psychological services that meet their needs and I-36. People Living with HIV/AIDS guarantee their right not to be abused The National Education Association while incarcerated. The Association fur- believes that people living with human ther believes that individuals with men- immunodeficiency virus (HIV) or with tal disabilities should not be subjected to acquired immunodeficiency syndrome capital punishment. (1989, 1997) (AIDS) should be ensured fair and equitable treatment allowing equal access to I-40. Care of the Mentally Ill education, employment, living conditions, The National Education Association and all rights guaranteed by law. (1994) believes that it is society’s responsibility to provide quality care for individuals suf- I-37. Disabilities Awareness fering from debilitating mental illness. The National Education Association Such persons should have access, as believes that the human and civil rights of needed, to primary hospital care, out- students, education employees, and com- patient services, necessary medication, munity members with disabilities must be social services, and housing in the least protected. The Association encourages restrictive environment. its affiliates to educate their own mem- Financial assistance for such care bers and the public at large to bring about should be based upon the ability of the an awareness of disability issues. (1999, individual to pay. (1986) 2001) OPPOSITION TO ALL FORMS OF I-38. Accessibility for Persons with DISCRIMINATION Disabilities The National Education Associa- I-41. Elimination of Discrimination tion believes that all buildings should be The National Education Association in compliance with the accessibility is committed to the elimination of

304 Resolutions discrimination based on race, gender, any involvement with such organizations ethnicity, economic status, religion, dis- and urges that its members not participate ability, sexual orientation, gender iden- in, provide programs to, or join organiza- tification, age, and all other forms of tions utilizing exclusionary membership. discrimination. The Association also urges its mem- The Association believes that honest bers now holding membership in such or- and open conversation is a precursor to ganizations to work actively from within change. The Association encourages its for the total elimination of such exclu- members and all other members of the sionary clauses. (1974, 1998) educational community to engage in cou- rageous conversations in order to examine I-43. Institutional Discrimination assumptions, prejudices, discriminatory The National Education Association practices, and their effects. believes that the fabric of our society is The Association condemns any code strengthened when the contributions of all or system of discrimination and exploita- its diverse members are encouraged and tion. The Association also believes that embraced. The Association recognizes sanctions are both justified and neces- that institutional and public policies and sary against governments, organizations, practices sometimes discriminate against businesses, and/or groups that utilize or some segments of the population. support discriminatory practices. (1976, The Association deplores those social, 2005) institutional, and governmental actions and policies that engender discriminatory I-42. Discrimination by practices. The Association encourages its Organizations affiliates, in concert with community or- The National Education Association ganizations, to educate the public to bring believes that organizations are strength- about an awareness of such policies and ened by offering membership on a non- practices and to actively work to elimi- discriminatory basis. nate them. (1998, 1999) The Association shall not participate in programs sponsored by any organiza- I-44. Use of Prejudicial Terms and tion and/or its auxiliary that deny mem- Symbols bership to certain segments of our society The National Education Association on a discriminatory basis when such deni- deplores prejudice based on race, ethnic- als are not related to the stated purposes ity, religion, sexual orientation, gender of the organization, nor shall the Associa- identification, gender, age, disability, size, tion utilize the facilities of such organiza- marital status, or economic status and tions. rejects the use of names, symbols, The Association urges its affiliates and caricatures, emblems, logos, and mas- members not presently holding member- cots that promote such prejudice. (1992, ship in such organizations to discontinue 2002)

305 Resolutions

I-45. Hate-Motivated Violence I-47. Internment/Containment The National Education Association Policies believes that hate-motivated violence, in- The National Education Association cluding, but not limited to, physical and recognizes that restrictive and/or punitive verbal violence against individuals or action based on race or national origin is groups because of their race, color, na- a violation of constitutional guarantees tional origin, religion, gender, sexual ori- and is repugnant to the American ideals entation, gender identification, age, dis- of life, liberty, and property. ability, size, marital status, or economic The Association condemns the prac- condition is deplorable. The Association tice of internment/containment of racially also believes that the threat or promo- identifiable segments of our newly immi- tion of such violence is equally deplor- grated and current populations. (1982, able. The Association further believes 1998) that federal, state, and local governments and community groups must oppose and I-48. Reparation of Native American eliminate hate-motivated violence and Remains that current events and/or economic con- The National Education Association ditions should not diminish such opposi- believes in the dignity of the dead and tion. (1991, 2002) encourages laws to prevent the robbing of graves. I-46. Violence Against and The Association also believes that the Exploitation of Asians/Pacific remains of thousands of Native Ameri- Islanders cans in storage throughout the United The National Education Association States should be returned for interment to opposes the expression of covert and overt the tribes and/or areas from which they sentiments, threats, and incidents of ra- were taken. The Association further be- cially motivated physical and/or verbal lieves that American Indian sacred items violence toward Asians/Pacific Islanders. in museum collections should be returned The Association believes that commu- to the tribes of their origin. (1989, 1998) nity-based educational programs should be developed by local school systems in I-49. Linguistic Diversity conjunction with Asian/Pacific Islander The National Education Association groups to eliminate this violence. The As- believes that, although English is the sociation supports clear and consistent law language of political and economic com- enforcement to protect the civil and human munication in the United States, efforts to rights of the victims of such violence. legislate English as the official language The Association also opposes the disregard cultural pluralism; deprive those exploitation of women as mail-order in need of education, social services, and brides. (1984, 1999) employment; and must be challenged.

306 Resolutions

The Association recognizes the impor- I-52. Equal Opportunity for Women tance of an individual’s native language The National Education Associa- and culture and the need to promote and tion believes that all persons, regardless preserve them through instruction, pub- of gender, must have equal opportunity lic service announcements, and all other for employment, promotion, compensa- forms of communication. (1987, 2004) tion (including equal pay for comparable worth), and leadership in all activities. I-50. Inclusive Medical Studies The Association supports an amend- The National Education Association ment to the U.S. Constitution (such as believes that women and members of ra- the Equal Rights Amendment) that guar- cial minority groups must be included in antees that equality of rights under the the samples of all medical studies, sur- law shall not be denied or abridged by veys, and research purporting to yield re- the United States or by any state because sults applicable to all segments of a popu- of gender. The Association urges its af- lation. (1991) filiates to support ratification of such an amendment. The Association also sup- I-51. Sexual Harassment ports the enactment and full funding of The National Education Association the Women’s Educational Equity Act. recognizes that sexual harassment is a The Association also believes that the form of sex discrimination or abuse. Equal Employment Opportunity Commis- The Association believes that students sion must have cease-and-desist authority and education employees should be pro- to act in all cases of discrimination based tected from sexual harassment. The As- on race, creed, color, age, national origin, sociation encourages its affiliates to work sexual orientation, gender identification, with local school districts and institutions and gender. of higher education to— The Association further believes that a. Establish strong policies defining governing boards and education asso- and prohibiting sexual harassment ciations must eliminate discriminatory b. Develop educational programs practices against women in employment, designed to help people recognize, un- promotion, and compensation. Personnel derstand, prevent, combat, and eliminate policies must include family leave, ma- sexual harassment ternity leave, paternity leave, leave for c. Develop and publicize a grievance adoption of a child, child-care leave, and procedure that encourages the reporting professional leave that encourages women of incidents of sexual harassment, re- to participate in professional growth ex- solves complaints promptly, and protects periences and to prepare for administra- the rights of all parties tive and executive positions. d. Form and train support groups to The Association believes that national, assist in the counseling of targets of al- state, and local agencies should consider leged sexual harassment. (1988, 1999) research specifically related to women

307 Resolutions and their health problems and concerns. I-54. Businesses Owned by The Association also believes that pro- Minorities and/or Women fessional associations at all levels should The National Education Associa- adopt policies that ensure women equal tion believes that businesses owned by access to elective, appointive, and staff minorities and/or women should be en- positions. couraged. The Association also believes The Association further believes in that the federal government should initi- the establishment of women’s education ate and continue policies that encourage committees in local and state affiliates as businesses owned by minorities and/or a vehicle for implementation of equal op- women. (1989, 2004) portunity for women. The Association believes that sexism INTEGRATION AND and sex discrimination must be elimi- DESEGREGATION nated and endorses the use of nonsexist language. (1969, 2002) I-55. Integration in the Public Schools I-53. Personal Relationships in The National Education Association Higher Education believes that it is imperative that full inte- The National Education Association gration of the nation’s schools be effected. recognizes that in institutions of higher The Association recognizes that ac- education adult students and education ceptable integration plans will include employees may establish personal rela- affirmative action programs and a variety tionships. However, such relationships of devices, such as geographic realign- should be voluntary and not be used to ment, pairing of schools, grade pairing, coerce or influence others for personal and satellite and magnet schools. Some advantage. Thus, the Association believes arrangements may require busing of stu- that sexual relationships between a faculty dents in order to comply with established member and a student currently enrolled guidelines adhering to the letter and spirit in the faculty member’s course, or under of the law. the supervision or direction of any higher The Association urges its affiliates education employee, are unprofessional. to encourage school boards to study and The Association encourages its affiliates consider seriously the negative impact on in institutions of higher education to seek minority students when schools located in the establishment of strong policies de- minority neighborhoods are targeted for claring such relationships unprofessional. closing. (1989, 1998) The Association will assist its affiliates to ensure that education employees, parents/guardians, and students are involved in the development of plans designed to achieve integration. The

308 Resolutions

Association also believes that state and I-56. Ethnic-Minority Educators federal agencies should provide funds nec- The National Education Association essary to implement integration programs, believes that multiracial teaching staffs including funds for student transportation. are essential to the operation of schools. The Association also urges participation The Association deplores the current in citizen advisory committees—consist- trend of diminishing numbers of ethnic- ing of members designated by the local minority educators. education association, parents, and rep- The Association urges local and state resentatives of community organizations, affiliates and appropriate governing bod- business, clergy, and media—that reflect ies and agencies to work to achieve and the ethnic makeup of the community in maintain ethnic diversity in all categories developing, implementing, and evaluating of educational employment. The Asso- student desegregation plans. ciation also urges Department of Defense The Association further believes that Education Activity (DoDEA) schools to integrated schools must provide students actively recruit and hire ethnic-minority with equal access to all curricular and ex- educators. tracurricular programs and to technologi- The Association also believes that, cal equipment and knowledge. whenever possible and/or appropriate, el- The Association opposes any attempts ders and/or community leaders of a par- to delay or impede implementation of ticular culture should be invited to share desegregation orders and will, therefore, their skills and knowledge as instructors resist all efforts to resegregate integrated of a culturally appropriate curriculum. schools. The Association also opposes (1979, 2006) any governmental attempts to resegregate public schools through any means, J. OBTAIN FOR ITS MEMBERS THE including vouchers, charters, and other BENEFITS OF AN INDEPENDENT, school-choice initiatives. UNITED EDUCATION PROFESSION The Association will continue to oppose vigorously the systematic displace- STRONG EFFECTIVE ment or demotion of minority, especially ASSOCIATIONS/AFFILIATES Black, teachers and administrators to achieve integration. The Association fur- J-1. Strong Professional ther opposes actions of boards of educa- Associations tion to finance integration plans through The National Education Association reduction of school staff. In addition, the believes that an independent and profes- Association will oppose the capricious re- sional organization is vital to its members assignment and displacement of Hispanic and affiliates. This independence must be teachers and administrators because of safeguarded in any alignments with other desegregation and bilingual programs. organizations. (1969, 2004)

309 Resolutions

The Association also believes that Association. The opportunity to partici- the unified effort of a professional pate in the Association must be afforded organization promotes the interests of its every member without fear, intimidation, members and advances a strong, healthy or retribution. educational environment. (1974, 2004) The Association also believes that school policies should provide released J-2. Supporting Locals in Jeopardy time without loss of pay to those who are The National Education Association fulfilling leadership responsibilities, at- believes that assistance should be af- tending meetings, or participating in other forded to those affiliates that exist within Association activities. (1969, 1994) concentrated territories of competing organizations. The Association encour- J-4. Minority Participation in the ages its affiliates to initiate and support Association programs that will strengthen and en- The National Education Association hance the local organizational structure believes that at every phase of governance and promote membership growth within and on all decision-making levels of the the Association. Continuous communica- Association there should be minority tions and cooperation of local, state, and participation at least proportionate to the national bodies are keys to the success of identified ethnic-minority population of the local affiliates in building solid pro- that geographic level. fessional organizations. Ethnic minorities should be included The Association also believes that as- as candidates for positions at all levels. sistance should be given to those local The Association should promote minor- affiliates that have been— ity participation in program development a. Targeted for take-over efforts and should employ minorities and women b. Taken over by competing organiza- in staff positions consistent with Associa- tions tion affirmative action policies. c. The object of “association busting.” The Association also believes that Members of affiliated locals that are its affiliates should maintain a commit- not the bargaining agent must be provided ment to organizational policies and pro- an effective means of processing griev- grams that promote the training and in- ances. (1976, 1999) volvement of minorities at all levels of the organization. MEMBERSHIP PARTICIPATION The Association further believes that there is a need for systematic evaluation J-3. Membership Participation in of minority participation at all levels. the Association (1972, 1996) The National Education Association believes that every member has the right and obligation to participate fully in the

310 Resolutions

J-5. Student Member Participation Retired members should be involved The National Education Association in areas such as political action, legisla- believes that eligible students should have tive lobbying, member training, crisis as- the opportunity to join the Association. sistance, development and maintenance The Association also believes that stu- of educational excellence, welfare and dents should be encouraged to participate safety of children, public relations, and in the Association at the local, state, and retirement issues. national levels. Preprofessional and lead- The Association also believes that its ership training should be priorities. members should promote membership in The Association further believes that the Retired Program to all eligible mem- its members should promote member- bers. (1976, 2002) ship in the NEA Student Program to all eligible students, including student teach- J-7. Promotion of Teaching as a ers in members’ classrooms, and provide Career Choice opportunities for community outreach, The National Education Association professional development, and political supports the establishment of organiza- action. The Association believes that ad- tions involving students interested in the visors of NEA Student chapters should be field of education as a profession. The As- members of the Association. sociation believes that its state and local The Association believes that state af- affiliates should promote the establish- filiates should facilitate the establishment ment of such organizations at all age lev- of student chapters in all higher education els and encourage its members to serve as institutions that offer teacher preparation advisers. programs. The Association also believes that The Association also believes that lo- state and local affiliates should strive to cal and state affiliates should collaborate build cooperative relationships and part- with student programs in order to facilitate nerships with government, business, and the transition from student to professional community leaders to promote the field membership status within the Association of education as a profession and as a vital so that Student members become involved role in every community. (1980, 2006) in the activities and leadership pathways of the professional Association and its af- GLOBAL EDUCATION PROFESSION filiates. (1991, 2006) J-8. Universal Education Employee J-6. Retired Member Participation Rights The National Education Association The National Education Association believes that retired members should be supports the efforts of all associations of active participants within the Association education employees in the world to seat the national, state, and local levels. cure basic rights for their members. The Association commends those education

311 Resolutions employees and students around the world The Association also urges the U.S. who champion academic freedom and government to refrain from any plan for campaign against illiteracy, especially overt or covert action that would desta- when their activities must be conducted bilize or overthrow any government or under oppressive and often life-threaten- would adversely affect a government’s ing conditions. successful campaign to improve literacy, The Association stands ready to help equal education support, health care, and all associations of education employees living and working conditions. (1981, obtain their basic rights as listed in the 1995) NEA resolutions. The Association condemns all govern- J-9. Organizations of Other Nations ments for their roles in any acts of injus- The National Education Association tice against education employees and their believes that a strong international com- organizations and, thus, the children and munity of education employees is neces- youth of those countries. The Association sary to promote international understand- urges the U.S. government to refrain from ing and to defend the interests of education supporting any governments that suppress employees in all countries. The Associa- academic freedom and literacy. tion actively supports the Education In- ternational and will continue to cooperate with professional education organizations of other nations. (1969, 1995)

312 Legislative Program For the 110th Congress

PREAMBLE ments with education reform and with NEA works to fulfill the promise of their responsibility to enhance education- a democratic society by promoting the al excellence and to assure equal educa- cause of quality public education; advanc- tional opportunity as well as to assist in ing the education profession; expanding the provision of resources for the main- the rights and furthering the interests of tenance and operation of public schools, education employees; and advocating hu- colleges, and universities. man, civil, and economic rights for all. NEA also seeks adequate protection The NEA Representative Assembly, and enforcement of civil and human rights through adoption of the Legislative Pro- and preservation and advancement of good gram, sets forth the federal legislative public policy. NEA supports federal legis- policies that facilitate accomplishment of lation consistent with its principles in these the strategic objectives in pursuit of the areas and strongly opposes legislation det- Association’s mission. rimental to these goals. NEA is engaged NEA is committed to excellence in ed- in a campaign to preserve and promote ucation through a true partnership of the public education in the United States. federal, state, and local levels of govern- This campaign includes an Action Plan ment. NEA continues to work with its af- to ensure “Great Public Schools for Every filiates to advance NEA’s strategic priori- Child.” NEA will advance the Legislative ties: advancing high student achievement; Program to the maximum degree possible ensuring the highest possible teacher and and work to improve current laws govern- education support professional quality; ing elementary and secondary education. supporting school system capacity; build- The Legislative Program has been ing public, parental, and business support grouped in the following manner– for public education; strengthening as- High Quality Public Education— sociation capacity building; and provid- Legislative issues designed to address the ing administrative services and program many factors that impact the quality of support. public education directly in the classroom NEA members are central to educa- or school. tional excellence, and their compensa- Supporting Student Achievement— tion, status, and personal economic secu- Legislative issues intended to create the rity must be significantly upgraded. NEA best possible conditions for all children seeks provision of federal resources and in support of both their development and programs to assist state and local govern- education.

313 Legislative Program

A Voice in the Workplace—Legisla- meet the needs of their students to tive issues linked directly to some of the cope with the special strains of their most basic employee issues faced by all environments; education employees. • education programs that ensure Good Public Policy—Legislative is- equal educational opportunities for sues related to ongoing concerns of na- migrants; tional importance to both NEA members • adequate funding for programs and and the rest of the nation. personnel in the overseas schools for the dependents of military I. HIGH QUALITY PUBLIC personnel; EDUCATION • programs to meet the unique needs of rural communities; a. STUDENT ACHIEVEMENT • broadening the criteria by which pedagogical practices, particularly NEA supports for the teaching of reading, are • federal programs that provide as- evaluated and approved for federal sistance to public schools to achieve funding; excellence and to meet the needs of • a nationwide cohesive protocol to ex- students at the early childhood, el- pedite the confidential informational ementary, and secondary levels who exchange/transfer of all student re- have special needs; cords between education settings. • federal programs to enhance educational programs and improve student ASSESSMENTS performance in all curricular areas; • programs designed to eliminate ed- NEA supports ucation funding disparities between • truth-in-testing legislation that pro- and within school districts; vides for public release of informa- • federal programs to assist schools in tion regarding the content (questions educational reform and restructur- and answers), validity, reliability, ing efforts; and scoring of state tests required • programs to provide incentives for under federal law; effective local schools and for re- • ongoing evaluation of student ductions in class size; achievement based on assessment • incentives to local school districts to measures that are directly linked to provide optimum class size; the lessons teachers teach and the • federal programs designed to in- materials teachers use; crease the high school graduation • legislation allowing parents to opt rate; their children out of all standard- • programs that equitably assist ized tests without penalty for stu- schools in rural and urban areas to dents, parents, teachers, or schools;

314 Legislative Program

• amending the Elementary and Sec- school child care and early education ondary Education Act (ESEA) to programs, including preschool and grant all states flexibility under ESEA before- and after-school programs; to waive required annual testing and • federal resources to support early to design assessment programs that childhood education programs that measure student achievement at least are school based, school linked, or once in elementary, once in middle, established with formal partner- and once in high school; ships with community-based orga- • federal legislation for, and imple- nizations; mentation of, assessment plans • coordination with the public school that completely conform to NEA system of those child care services Resolutions. delivered by nonpublic providers and assurance of standards of excel- NEA opposes lence, nondiscrimination, and the • reliance on a single test for deter- separation of church and state; mining a student’s future or as an • stringent educational, health, and indicator of school success; safety standards to protect and en- • federal requirements to make signif- rich preschool and school-age chil- icant decisions about schools, teach- dren, including strict regulation and ers, or children based primarily on enforcement to ensure trained and test scores; licensed child care and development • narrowing of the curriculum through workers and qualified volunteer per- an emphasis on test preparation. sonnel; • incentives for employers to establish b. CHILD CARE AND EARLY quality child care programs at or CHILDHOOD EDUCATION near the work site. DEVELOPMENT c. PARENTAL INVOLVEMENT NEA supports • federal programs to facilitate and NEA supports enhance school readiness; • positive involvement of parents, • federal assistance for early child- guardians, or designated caregivers hood education programs, including in the schools; Head Start; • federal programs to assist parents • early childhood development and in gaining parenting skills and in education services by certified per- understanding child growth and sonnel for all children, with access development; ensured regardless of income; • programs to provide incentives for • federal resources to enhance the appropriate parental and commu- availability and quality of public nity involvement in schools;

315 Legislative Program

• including professional develop- effort to reduce illegal gang-related ment in the skills and knowledge activities; needed for effective parental and • the separation of juvenile offenders family communication and engage- from adults in correctional facili- ment strategies as a requirement for ties; professional development programs • legislation that requires the report- funded under ESEA. ing of the over-representation of minority youth in juvenile correctional d. YOUTH DEVELOPMENT facilities.

JUVENILE JUSTICE NEA opposes • policies that encourage the breakup NEA supports of families; • collaborative community efforts in- • prosecuting, detaining, and impris- cluding programs to increase citizen oning youth in the adult criminal and business group involvement in justice system. assisting and reclaiming youth who display disruptive or violent behav- COMMUNITY SERVICE PROGRAMS ior and/or who have dropped out of school; NEA supports • access to effective rehabilitation • federal assistance for locally de- facilities, support services, and edu- signed, voluntary community ser- cational programs, including voca- vice programs that give all youth the tional, career and technical educa- opportunity to serve while enhanc- tion, for juvenile offenders; ing their academic experience; • improved education programs about • federal assistance for state review of the serious effects of participating in tort reform or other protective mea- any aspect of the illegal drug trade; sures to address liability questions • development of a national database facing schools conducting voluntary about illegal gang-related activities programs. through information from law enforcement agencies, juvenile courts, NEA opposes social services, schools, and com- • federally required community ser- munity groups for interstate and in- vice as a qualification for student trastate use; financial assistance or graduation; • development of collaborative pro- • use of community service workers grams among family, school, com- to replace regular employees. munity, business, social services, and law enforcement agencies in the

316 Legislative Program

GUIDANCE AND COUNSELING by federal programs to make visits to students’ homes; NEA supports • removal from the classroom of vio- • elementary and secondary school lent and/or disruptive students, in- guidance and counseling and other cluding regular, exceptional, and pupil services, including school students with an individualized edu- psychology and school social work cation plan, and placement of those and school-based student assistance students in an appropriate alterna- program staff, provided by appro- tive public school setting that meets priately certified and/or licensed their educational needs; professionals; • removal from school buses and other • establishment of administrative areas of the school property of vio- structures to facilitate effective in- lent/disruptive students, including tegration of guidance and counsel- regular, exceptional, and students ing into the entire education experi- with individualized education plans, ence; with no cessation of educational ser- • grants to expand and implement vices; guidance and counseling programs • federal programs that promote the provided by appropriately certified strict enforcement of truancy laws; and/or licensed school counselors; • disclosure to affected school person- • a student-counselor ratio of not more nel of relevant information/docu- than 250 students to 1 appropriately mentation concerning students who certified and/or licensed school have exhibited violent behavior; counselor. • provision of a school environment that properly protects students and e. SAFE SCHOOLS employees from environmental health and/or safety hazards; NEA supports • facility design and construction • federal initiatives to prevent and practices that promote improved air combat violence and drugs in quality in all school facilities; schools; • avoidance or reduction of pesticide • the establishment and implemen- and other toxic chemical applications tation, in consultation with school in all school facilities and grounds; personnel and parents, by each furthermore, NEA encourages noti- school district of a well-publicized fication of employees and the public and uniformly enforced disciplinary of the product used, location, and code to provide an orderly learning date of application prior to its use; environment; • prompt and ongoing federal assis- • appropriate procedures to ensure the tance, through grant and/or loan safety of school personnel required mechanisms, for school districts to

317 Legislative Program

identify and eliminate hazards and - are fiscally accountable and sub- report their findings and activities to ject to the same federal and state the public; audit requirements as other public • sufficient training and proper safety elementary and secondary schools protection for school personnel or in the state; others charged with identifying and/ - have clear objectives, missions, or removing such hazards; and goals for which they are pe- • establishment of scientifically based riodically assessed and held ac- nuclear-safe and waste-free zones countable to the public; surrounding schools; - directly involve school employees • a ban on the sale to the public of in their program design, imple- military and autoloading firearms mentation, and governance; with a capacity of firing 10 rounds - meet the needs of at-risk students or more from a single clip; and those requiring special edu- • significant penalties for criminal ac- cation services; tions involving use of guns or other - have adequate start-up resources weapons; and funding mechanisms that • restrictions, including a manda- do not harm the district or other tory waiting period or instantaneous traditional public schools in that computer checks, to allow back- given district; ground checks for felony convic- - meet equivalent safety and health tions or mental illness, on the manu- standards as required for existing facture, distribution, and/or sale of public schools; handguns in order to ensure a safer - comply with all federal, state, school environment. and local laws and policies regarding due process, nondiscrim- f. SCHOOL CHOICE ination, and equal educational opportunity; NEA supports - have a teaching force that is state • the provision of federal funding as- certified or licensed; sistance to public charter schools - operate on the basis of voluntary that meet the following criteria: participation by students, faculty, - have open admission policies and and staff; are tuition free; - ensure all school staff the same - are nonsectarian in their pro- collective bargaining rights programs, admission policies, em- vided other public school employ- ployment practices, and all other ees under state law or by local operations and are not affiliated practice; with a sectarian school or reli- - comply with the regular, peri- gious institution; odic assessment and evaluation of

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student academic achievement; g. EDUCATION FUNDING • parents’ right to choose, at their own expense, a nonpublic education for NEA supports their children; • maintenance of support for public • holding all private, nonpublic education by exclusion from federal schools, corporations, companies, taxation of state and local property, and organizations engaged in edu- income, and sales tax and interest cating preK–12 students under 22 paid on state and local bonds and years of age and that accept any other debt instruments; governmental/public funding, ac- • federal funding for public elementa- countable under the same provisions ry and secondary education through of federal law as public schools. a program of general aid and categorical assistance; NEA opposes • adequate funding for impact aid; aid • the provision of federal funding as- for the disadvantaged; desegregation sistance to private corporations and assistance; assistance for English individuals for the establishment Language Learners (ELLs); second and operation of charter schools for and subsequent languages and inter- profit; national studies programs; career • public funding of sectarian schools and technical education; American and public funding that enables Indian/Alaska Native education; nonsectarian preK–12 nonpublic Native Hawaiian education; mag- schools to provide educational ser- net schools; immigrant education; vices that are available to students migrant education; education for in public schools to which they have individuals with disabilities and for reasonable access; the gifted and talented; programs • tuition tax credits for elementary or for arts in education; programs for secondary schools; medically fragile students; refugee • the use of vouchers or certificates in education; child nutrition programs; education; school-based health programs; men- • federally mandated parental option tal health and pupil services; tech- or “choice” in education programs; nological improvements; school • preferential treatment for nonpublic construction, renovation, and repair; schools that receive federal funds and aid for school libraries; Gear- under current law or concealment Up; and TRIO programs, including of financing, materials, and services Upward Bound and Talent Search; received by nonpublic schools from • greater funding of federal programs public funds. that otherwise reduce state or local resources available for public education;

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• use of the latest federal census data • a full partnership role for the federal available in distributing federal government in assisting local school funds; districts and postsecondary institu- • a federal census procedure that con- tions by redirecting national priori- tributes to a fair and accurate distri- ties in order to provide substantial bution of federal education program increases in federal education fund- funds; ing. • federal funding for postsecondary education including programs of NEA opposes institutional, scholar, and student • withholding funds from or otherwise support, and including legislation to penalizing school districts or educa- reduce or eliminate tuition costs in tion institutions that refuse to coop- public higher education; erate with the Department of De- • grants to support vital research fense by providing information on or functions; permitting testing of their students; • efforts to: • provision of federal funding to - ensure stable, adequate, and eq- schools and/or postsecondary insti- uitable funding of public schools tutions that practice discrimination; historically receiving revenues • federal control of local schools; derived from state and federal • diverting public funds to nonpublic lands and natural resources; schools. - ensure the sustainable use of these public lands and resources by cur- g. EDUCATION EMPLOYEE rent and future generations; PROFESSIONAL DEVELOPMENT • student financial assistance to ensure access and choice for all students TEACHER RECRUITMENT AND who wish to pursue postsecondary RETENTION education regardless of personal financial means; NEA supports • support for the historically Black • programs to encourage and support colleges and Hispanic serving insti- the recruitment of talented individu- tutions, Native American and Tribal als, particularly minorities, to enter Colleges, and developing institu- and remain in the teaching profes- tions; sion; • establishment of a designation of • development and retention, through ‘Asian Pacific Islander Serving - In programs including scholarships stitutions’ for colleges and univer- and loan forgiveness, of current and sities that serve a large number of future teachers for the pursuit of ex- Asians and Pacific Island students cellence in our nation’s schools and with eligibility for federal funding; post secondary institutions;

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• provision of financial support dur- training and professional developing the student teaching process; ment; • federal initiatives to enhance com- • requirements for state credentialing pensation for all public school and of participating nonpublic school postsecondary personnel in order personnel; to improve the quality of education • assurance of professional develop- and assist in attracting and retaining ment for all postsecondary mem- talented individuals; bers. • federal initiatives to assist education employees in securing affordable NEA opposes housing; • federal programs that would weaken • designation of a Teacher Apprecia- state credential and/or licensure re- tion Day. quirements; • mandating arbitrary education re- EDUCATION EMPLOYEE quirements for paraprofessionals. PROFESSIONAL DEVELOPMENT NATIONAL BOARD FOR NEA supports PROFESSIONAL TEACHING • funding for induction programs for STANDARDS new teachers and education support professionals; NEA supports • establishment and funding of pro- • the continuation of federal funding fessional development opportunities for the operation of the National designed and directed by teachers Board for Professional Teaching and education support profession- Standards and, especially, the con- als; tinuation and enhancement of the • national efforts to improve the pro- specific federal appropriation used fessionalization of teaching; to help defray the cost of candidate • programs that provide adequate fees. opportunities, experiences, and resources for education practitioners EDUCATION RESEARCH AND to teach and learn from peers; DEVELOPMENT • opportunities for staff development and in-service training for all edu- NEA supports cation employees; • federally funded independent aca- • the establishment of state or locally demic research and development based paraeducator certification programs; programs, coupled with require- • participation of classroom teach- ments that school districts provide ers and other appropriate school paraeducators with the necessary employees in research efforts;

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• dissemination of research findings students and employees; to the classroom level; • local school districts’ ability to de- • collection, through the National termine Internet use policy without Center for Education Statistics, of federal restrictions; accurate and timely data for educa- • federal programs and policies that tion decision making. promote equity in the accessibility of technology and telecommunications NEA opposes in urban and rural communities; • politicization of federal research • federal assistance to upgrade, ser- programs. vice, maintain, and keep in working order all equipment and materials; i. SCHOOL MODERNIZATION • achievement of equity in the distribution of federal funds; NEA supports • the transfer and transporting of ex- • federal assistance for school con- cess materials, supplies, books (if struction, maintenance, renovation, not outdated), and equipment from and repair; federal schools that are closing to • federal assistance to public schools school systems in American Sa- for the purpose of funding new con- moa; struction or retrofitting sites to pro- • revision of copyright law to provide vide safe environments against the that education employees own the impacts of natural forces such as copyright to works that they create tornadoes, earthquakes, etc. in the course of their employment; • revision of copyright law to provide EQUIPMENT AND MATERIALS FOR a digital age instructional exemption INSTRUCTIONAL USE that would allow education employees and students to use copyrighted NEA supports works in distance education under • direct federal assistance to local the same conditions as in traditional school districts for technological education. improvement, including acquisition, maintenance, and servicing of NEA opposes computer equipment and software; • revision of the copyright law in a for the development of software by manner that would limit educators’ classroom users; and for the train- fair use of copyrighted material or ing of classroom users of the tech- the first-sale provision of copyright nology; law; • direct federal assistance to en- • tax deductions to businesses for do- able public schools and colleges nation of computers to schools un- to provide Internet access for their less the computers are designated

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solely for classroom use and soft- education plan (IEP) in the appro- ware and training for users are priate setting as determined by an provided. appropriately constituted IEP team; • the right of teachers, related service j. IDEA SPECIAL EDUCATION providers, and paraprofessionals to submit a written dissent to an IEP; NEA supports • the right of teachers, related service • the provision of appropriate edu- providers, and paraprofessionals to cational opportunities within a full appeal to an independent arbitrator continuum of placement and service any aspect of an IEP, including the options for children with disabilities failure of a school to provide ser- and sufficient resources to achieve vices and resources called for in the these ends, with 100 percent federal IEP; funding for federally mandated edu- • the right of teachers, related service cational services; providers, and paraprofessionals to • reduction of class size and case load advocate on behalf of students with commensurate with the added re- disabilities, to inform parents of sponsibility of providing appropri- their rights under IDEA, to object ate educational services to students to a local education agency’s admin- with disabilities; istration of the IDEA program, and • union representation for education to otherwise actively participate in employees who are charged with the entire IDEA process without violations of students’ rights; retaliation; • preservice and in-service training • simplification of administration and components as well as appropriate procedures and reduction of paper- financial resources and personnel to work; support education employees who • assurance that children with disabil- work with individuals with disabili- ities are free from corporal punish- ties; ment; • teacher, certificated related service • the appropriation of federal financial providers, and parental involvement resources to support employment of in the determination of placement of professional/certified school nurses children with disabilities; to provide safe, quality medical ser- • the right, without fear of reprisal, vices for students with disabilities. of a teacher or related service employee to refer for diagnosis a stu- NEA opposes dent thought to be in need of special • shifting responsibility for financing education services; traditional education-related servic- • federal policies that require imple- es from the public sector to private mentation of the individualized providers, except in those limited

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circumstances in which the student k. POST-SECONDARY EDUCATION would not receive necessary, specific services in the absence of con- NEA supports tracting out such services that meet • providing financial assistance suf- the following criteria: ficient to enable all students to pay - hire persons or entities with dem- for college tuition, textbooks, and onstrated experience and expertise appropriate expenses, and to allow in providing high-quality service; all students to remain in college, - use a competitive bidding process provided they are making satisfac- that is open to a range of potential tory progress; vendors, nonprofit organizations, • emphasizing needs-based finan- and school employees who are cial aid through grants, rather than provided with equal information loans; and access to district records; • full federal funding of financial as- - do not receive higher per-pupil al- sistance programs including, but not locations than public schools for limited to, Pell Grants; comparable services; • direct student loans for college and - include full financial disclosure university students; of the arrangements between the • a one-year grace period before stu- district and the service provider dents are required to begin repay- with guaranteed timely access ment of student loans; to financial and other records to • loan forgiveness for students who the public and subject to indepen- become educational employees in dent financial audits as part of the public education institutions; written contract; • reduction in the student loan default - do not compromise community rate without undue limitation on ac- labor standards (public employee cess to postsecondary education for wages and benefits); any qualified student; - ensure that employees who work • assurance of equality of educational directly for the private person or opportunity; entity are represented by a col- • diversity in enrollments through lectively bargained contract, if programs that facilitate minority available, or have the same rights students’ entrance into and comple- provided other public school em- tion of postsecondary education re- ployees under state law or by local gardless of their immigration status; practice; • federal programs, including provi- - comply with all federal, state, and sion of resources for instruction, local laws and policies regarding research, and library materials, that civil rights, nondiscrimination, enhance effectiveness of and ad- and due process. vance excellence in two- and four-

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year postsecondary education insti- • exemption from taxation of educa- tutions; tional scholarships, fellowships, or • federal programs to enhance educa- awards; tional programs and improve student • full deductibility of interest on edu- performance in all curricular areas; cational loans. • programs that encourage the recruitment and retention of post-sec- NEA opposes ondary students from ethnic, tribal, • the use of withdrawal or incomplete and linguistic minorities, as well as grades as a basis for reducing or those who are not citizens, and pro- eliminating financial assistance to grams that address the educational students who must interrupt their needs of such students; education for justifiable reasons; • promotion of research and develop- • denying federal student aid funds to ment of knowledge, including access college students based on their im- by students to advanced technologi- migration status or their enrollment cal resources and teaching; in appropriate remedial courses; • assurance of equal treatment for • denying federal financial aid to col- two- and four-year institutions; lege students who have been con- • solutions that provide fair and equi- victed of misdemeanor, nonviolent table treatment for contingent em- drug offenses; ployees in higher education; • the use of draft registration as an • reinstatement of the 50 percent eligibility criterion for financial as- rule in the Higher Education Act of sistance; 1965; • use of dropout rates or completion • retention of the Higher Educa- rates in accountability measures tion Act requirement that for-profit used to qualify institutions for pub- higher education institutions receive lic financial support. at least 10 percent of revenues from sources other than federal student ADULT EDUCATION aid funds; • restoration of the dependents educa- NEA supports tion allowance under Social Secu- • lifelong learning for adults through rity; public schools and postsecondary • exemption from taxation and/or institutions; withdrawal penalties for Individual • special efforts to end illiteracy; Retirement Account and 403(b) • coordination of efforts between adult savings used for an individual’s or education and K–12 programs; his/her dependents’ postsecondary • the provision of additional federal education; funds for adult, continuing, and alternative education programs.

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CAREER AND TECHNICAL employment and training programs EDUCATION through public education institutions; NEA supports • cooperation with the business com- • the efficient and effective provision munity in the implementation of of adequate resources to local career career and technical education pro- and technical educational authori- grams; ties, including K—12, secondary, • effective school-to career initia- and/or postsecondary institutions tives; to maintain, enhance, and expand • lowering Perkins funding allocation quality career and technical educa- base limits to allow smaller school tion programs; districts to participate in the pro- • federal resources for programs that gram. prepare students effectively for the high-technology environment that l. ENGLISH AS A SECOND will exist throughout their working LANGUAGE lives; • direct federal assistance to second- NEA supports ary education agencies and postsec- • adequately funded and culturally ondary agencies and/or institutions sensitive programs for English Lan- for purchase or lease of up-to-date guage Learner (ELL) students that equipment for career and technical provide meaningful instruction in education programs in response to other curriculum areas through such changes in the job market; programs as bilingual education and • the provision of equity and access to English language development and quality career and technical educa- result in functional proficiency in tion programs for those underserved English; in the past, as well as for traditional • federal legislation that emphasizes students, and the use of career and the development of multicultural/ technical education as a tool for multilingual education programs in eliminating biases in employment all public schools receiving federal opportunities; monies; • the involvement of teachers and oth- • assurance of an adequate supply of er appropriate education employees, trained bilingual teachers and para- parents, and students in develop- professionals through programs to ment of secondary and postsecond- identify, counsel, tutor, and nurture ary career and technical education bilingual students through their sec- programs; ondary schooling and postsecond- • coordination of career and techni- ary education. cal education programs with other

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m. FEDERAL IMPACTED AREAS • direct federal funding to local education agencies for provision of NEA supports classroom instruction; • programs for school districts that re- • elimination of unnecessary paper- quire special assistance due to fed- work; eral activity or policy; • full federal funding for any state • payments to ensure quality educa- and/or local programs or activities tion for all children in school dis- mandated by federal law, while rec- tricts impacted by federal installa- ognizing that the lack of full fund- tions or activities or on American ing should not preclude the mandate Indian reservations; if it relates to civil rights or other • forward funding of such payments constitutional protections. for programs administered by the Department of Education; NEA opposes • special standards for severely im- • erosion of the role of the U.S. De- pacted districts; partment of Education or undermin- • 100 percent of entitlement for school ing the appropriate federal role in districts whose boundaries are co- public education through legislative, terminous with a military reserva- budgetary, regulatory, or other mea- tion and for school districts that are sures; more than 50 percent impacted with • federal legislation, that is not related federally connected pupils; to civil rights or constitutional pro- • adequate compensation to state and tections, that places mandates on local governments for revenues lost states without full funding. as a result of federal property, presence, activity, or policy; BLOCK GRANTS • assistance to communities and individuals adversely affected by NEA supports closures of or cutbacks in federal • adequate funding for block grants to installations or federally funded ac- states for appropriate education pro- tivities. grams; • compliance of block grant programs n. FEDERAL ROLE IN EDUCATION with health and safety and civil rights laws; NEA supports • fiscal accountability and review for • separation of church and state in block grant programs; federal education programs; • inclusion of teachers and other ap- • continuation of the Cabinet-level propriate personnel in the planning U.S. Department of Education; process for block grant programs.

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NEA opposes • legislation that provides for the in- • use of block grants as a budget-cut- clusion of physical education and ting device; health education in appropriate fed- • use of block grants as a means of eral education programs; undermining programs to meet spe- • programs for the prevention and cific targeted needs; treatment of prenatally transmitted • use of block grants to provide uncon- drug dependency in infants and for stitutional assistance, whether direct remediation of special problems as- or indirect, to nonpublic schools. sociated with such dependency; • label warnings of the detrimental II. SUPPORTING STUDENT health effects of tobacco and alco- ACHIEVEMENT hol sold domestically or internation- ally; a. CHILDREN’S HEALTH • label warnings of the detrimental health effects of herbal and/or NEA supports natural performance enhancing and • access to quality prenatal, perinatal, weight control dietary supplements; and postnatal care services; • legislation requiring warning labels • development and maintenance of on everyday products that may be health care programs for children; misused as inhalants and funding/ • federal resources to ensure quality, creating programs to educate the safe health care standards for all public as to the detrimental health children, including strict regulation effects of such product misuse; and enforcement by professional/ • messages about the health and safe- certified school nurses; ty implications of alcohol consump- • the development and enforcement tion, tobacco use, and substance of health and safety standards spe- abuse; cifically for children for exposure to • elimination of direct and indirect hazardous substances; broadcast advertising of alcoholic • federal funding for local development beverages and tobacco products; and delivery of curriculum about the • pregnancy-related counseling and human immunodeficiency virus and support services, including prenatal acquired immunodeficiency syn- care, for youth; drome (HIV/AIDS) to empower stu- • federal funding for development and dents to protect themselves; delivery of curriculum about blood- • legislation that provides that a li- borne pathogens, thus empowering censed professional health care students to protect themselves from worker is present in every school for these life-threatening conditions. the duration of the student school day;

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SCHOOL NURSES domestic violence, especially as it affects children; NEA supports • legislation to assist in developing • federal funds to support safe, qual- programs to protect children from ity health care standards by profes- danger, ill health, or hunger; sional/certified school nurses; • federal requirements that manufac- • federal programs to help achieve a turers add a bittering agent to all school nurse-to-student ratio at each poisonous household products; site that is appropriate to provide • cooperative public and private ef- quality school health care; forts for the identification, location, • federal programs to enhance school- and return of missing children; based health programs; • federal assistance to schools and • establishment and funding of pro- communities for implementation of grams to support safe, quality medi- effective youth suicide prevention cal practices provided by profes- programs; sional/certified school nurses. • minimum standards for youth camps and school bus safety, including NEA opposes school bus capacity guidelines with • requiring school employees, other student safety as the first priority; than professional/certified school • legislation restricting the number nurses, to perform medical proce- of students to be transported to and dures. from school on a school bus to no more than two students per seat and b. CHILDREN’S SAFETY absolutely no standees; • federal funding for technology NEA supports and training to enhance school bus • establishment and funding of pro- safety, including products that as- grams and standards to protect chil- sist drivers with pre- and post-trip dren from physical, sexual, or emo- inspection and route planning, and tional abuse and/or neglect; training to prevent and/or respond • federal legislation mandating a reg- to safety threats; ularly updated tracking system used • a federal ban on the importation, for identifying and locating regis- sale, or distribution of hate games in tered sex offenders with appropriate the United States and its territories; safeguards; • federal regulation on the sale or dis- • development of collaborative pro- tribution of games that have gratu- grams among family, school, itous violence as an integral part of community, business, social ser- their play; vices, and law enforcement agen- • legislation that protects children and cies in the effort to reduce family/ youth from Internet pornography or

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computer-generated pornographic cost of living and extended to all images, consistent with First Amend employees. ment protections; • additional support systems and shel- e. YOUTH EMPLOYMENT ters for victims of family violence; • extension of Daylight Savings Time NEA supports until the first Sunday in November. • collaborative efforts by education and community leaders to imple- NEA opposes ment appropriate local policies and • the use of corporal punishment in incentives for exemplary in- and any education agency that receives out-of-school programs to prepare federal funds. youth for meaningful employment; • paying youth at least the federal c. CHILDREN’S NUTRITION minimum wage; • partnerships of public schools/post- NEA supports secondary education with govern- • federal support for school meal pro- ment, labor, business, and commu- grams that follow age-appropriate nity-based groups in development guidelines to provide adequate, ap- and implementation of job training petizing, and nutritious foods; and retraining programs; • provision of nutrition assistance to • strong, effectively enforced laws families unable to meet basic nutri- governing the employment of mi- tion needs. nors in order to protect young people’s health and safety as well as d. CHILD POVERTY/ HOMELESSNESS their time for education.

NEA supports NEA opposes • court-assured payment of designat- • the diminution or supplanting of ed child support; public career and technical educa- • total federal assumption of the cost tion by federally funded public or and operation of welfare programs private training programs. based on standards of human dignity; f. SUBSTANCE ABUSE/ • establishment and funding of sup- DEPENDENCY port programs for homeless or aban- doned children; NEA supports • legislation, including programs of • federal assistance to schools and assistance, to lessen the problem of communities for the establishment homelessness in the United States; and funding of education programs • a minimum wage indexed to the that address prevention of substance

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abuse and rehabilitation of victims; • requirements for daily educational • development and implementation of programming appropriate for young comprehensive, community-based children; drug and violence prevention pro- • verbatim highlighted captions in grams that link community resourc- commercials and educational chil- es with schools and that integrate dren’s programming as a means to services involving education, voca- help children learn to read; tional, and job skills training and • community centers that support arts placement, law enforcement, health, education and foster an appreciation mental health, community service, of the arts. mentoring, and other appropriate services; III. A VOICE IN THE WORKPLACE • improved and expanded drug treatment and rehabilitation programs a. SCHOOL EMPLOYEE RIGHTS that ensure access to all who need these services; NEA supports • education programs to prevent sub- • a federal statute that would guaran- stance abuse; tee meaningful collective bargain- • education programs to prevent the ing rights to the employees of public use and/or misuse of herbal and/or schools, colleges, universities, and natural performance enhancing and other postsecondary institutions, weight control dietary supplements and that allows for the continued by students; operation of state statutes that meet • standardization of laws prohibiting federally established minimum the production, distribution, and standards; sale of illegal drugs and of the para- • improvement in the federal employ- phernalia associated with their use; ment compensation law for public • repeal of agricultural subsidies for education employees; tobacco; • the preservation of educational em- • effective coordination of federal, ployees’ rights when working with state, and local enforcement/inter- violent children; diction efforts. • just cause for any disciplinary action with guaranteed due process through g. LEARNING OUTSIDE THE final and binding arbitration; CLASSROOM • equal protection of public education employees under workers’ compen- NEA supports sation; • quality programming appropriate • amendment of the Fair Labor Stan- for a young audience; dards Act (FLSA) to guarantee covered public employees a 15-minute

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break for each three hours worked • assurance of the welfare and eco- and a minimum 30-minute, duty- nomic security of all postsecondary free lunch period; members. • safe, hazard-free working environments for public education employ- NEA opposes ees, with inspection and control • denying employees bargaining standards equal or superior to those rights solely because they partici- of Occupational Safety and Health pate in a site-based decision-making Administration; program, a faculty Senate, or other • federal protection of employees’ system of collegial governance; rights to medical treatment of their • mandatory testing of school employ- choice for on-the-job injuries in a ees for HIV/AIDS; workers’ compensation claim; • the sub-contracting or contracting • protection of public school labor out of public school services and/or contracts from capricious cancella- positions when qualified educational tion; personnel are available; • full worker protection rights for • restrictions on the political rights of school personnel who are federal government employees; employees; • federal initiatives that mandate or • protection against retaliation for promote traditionally defined merit government employees who seek to pay schemes or other pay-for-per- expose financial abuse and fraud in formance systems that link teacher government programs; compensation to student achieve- • legislation to ensure availability to ment; individuals of adequate insurance • federal legislation giving financial coverage at fair rates and afford- incentives or pay to teachers based able liability coverage at fair rates solely on the subjects or fields in and affordable liability coverage for which they teach; public institutions; • reduction in workers’ compensation • a mutually designed, comprehensive benefits provided to employees as a personnel evaluation system with result of an on-the-job injury; procedural guarantees and due pro- • any requirement that public em- cess in every school system; ployees use leave before becoming • testing as one of a number of ele- eligible for disability or workers’ ments for determining original cer- compensation benefits; tification; • requirements that education em- • expansion of Section 125 of the ployees identify undocumented im- Internal Revenue Code to include migrant students and/or parents; group long-term health care insur- • the testing of teachers as a criterion ance premiums; for job retention, promotion, tenure,

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or salary increments; school districts and postsecondary • use of student test scores as an institutions; evaluative measure for education • amendment of the National Labor employee job retention, promotion, Relations Act to prevent the perma- tenure, salary increments, and/or nent replacement of employees who school performance. participate in a strike; • repeal of the so-called right-to-work PARITY BETWEEN PUBLIC AND provision of federal labor law; PRIVATE EMPLOYEES • amendment of the Landrum-Griffin Act to permit required proportional NEA supports representation of minorities in union • fair treatment of public employees, governance; including those in public educa- • amendment of the National Labor tion, unfettered by governmental Relations Act to overturn the Yeshi- attempts to solve governmental eco- va decision by specifying that col- nomic problems at the expense of lege and university faculty are not such employees; managers but are employees with • treatment of public employees equi- collective bargaining rights under table with that of private sector em- law. ployees. NEA opposes NEA opposes • inclusion of labor unions in the • wage limits or controls on employee Hobbs Act or similar legislation. or retirement benefits or rights restrictions that single out public over b. SCHOOL EMPLOYEE private employees; RETIREMENT SECURITY • the privatization of public sector jobs designed to reduce employee NEA supports benefits; • availability of voluntary Social Se- • the privatization of public services curity coverage to eligible school and public sector jobs customarily employee groups where initiated provided in the public sector. by those groups in states in which public employees are not covered by UNION REGULATION Social Security; • immediate and total repeal of the NEA supports Social Security Offset/Government • amendment of the federal postal Pension Offset to reinstate equity statutes to enable recognized em- between public and private sector ployee organizations to use employ- employees and to restore to eligible er internal mail systems in public individuals and survivors the full

333 Legislative Program

Social Security benefit earned by respective retirement fund designat- their spouses; ed as the employer; • immediate and total elimination of • reinstatement of the three-year peri- the Social Security Offset/Windfall od for recovery of members’ retire- Elimination Provision for members ment contributions. who have qualified for retirement or disability benefits from both Social NEA opposes Security and another government • mandatory coverage of public em- pension system; ployees under Social Security for • adequate federal insurance of state employee groups that have declined or local retirement and/or deferred coverage; compensation plans that are invest- • merger of Social Security with any ed in institutions protected by the other public employee pension plan; Federal Deposit Insurance Corpora- • diminution of retirement income; tion; • supersession of substantially equiv- • portability of pension rights and alent or superior state retirement benefits through retention of retire- statutes by federal standards. ment rights and assets; • the right of an individual to transfer c. PENSION FUND PROTECTION tax-sheltered savings to purchase retirement credit without adverse tax NEA supports consequences; • public employee pension fund pro- • equitable retirement credits and/or tection including, but not limited to, buyback rights; the following principal features: • fiduciary and reporting standards - maintenance of accurate minutes to inform members and to protect of trustee proceedings in order assets and earned benefits of retire- that all funding transactions will ment systems; be visible to participants and the • standards for vesting and portabili- government; ty, ownership, and military or Peace - regulation of selection of in- Corps service credit; vestment managers, adoption • federal legislation ending discrimi- of investment objectives, and natory policies of residency require- monitoring of the manager’s per- ments for military service credit in formance; state retirement systems; - active investment of resources so • protection of members’ retirement that funds are fully and produc- income through automatic escalator tively invested at all times; clauses; - requirements that investments be • use of Section 125 plans for retired socially desirable and fiducially educational personnel, with the responsible;

334 Legislative Program

- regulations covering payments to • eligibility of public employee pen- beneficiaries in the proper amount sion fund representatives for ap- as long as the fund remains sol- pointment to creditor committees vent; established to settle corporate Chap- - annual audit and actuarial valua- ter 11 bankruptcies; tion every three years; • public employees’ ability to make - annual reports to the Department pretax contributions to 401(k) and of Labor and to the members of similar pretax plans for retirement the pension fund; savings, in addition to existing re- - a requirement that employers ful- tirement plans; ly fund all promised retirement • requiring all member pension plans, benefits including post-retirement except those involving higher educa- medical benefits; tion, to have as a basis an adequate - a prohibition on reduction of ba- and fully funded defined benefit sic pension benefits, cost-of-living plan. adjustment provisions, or post-retirement medical benefits to em- NEA opposes ployees who have become vested • taxation of public employee pension in the plan; benefits; - an emergency provision that all • taxation of health care benefits pro- benefits of a plan that becomes vided to retirees. insolvent through fraud or poor investments would be paid by an d. GENERAL EMPLOYEE RIGHTS agency such as the Pension Benefit Guarantee Corporation (PBGC); NEA opposes - the right to hire their own staff, • policies that encourage the replace- i.e., executive directors, investment of unionized workers by non- ment officers, and legal counsel; represented individuals in welfare- - a requirement that retirement to-work programs; boards have at least one retired • policies that diminish employees’ member elected to the board; rights to be paid extra compensation - a requirement that retirement for overtime work. boards be in charge of investments as well as benefits. • federal standards to assume that the expected rate of return on pension fund investments is commensurate with the expected risks of the investment;

335 Legislative Program

IV. GOOD PUBLIC POLICY rapid conversion to environmentally safe energy sources; and encour- a. PUBLIC HEALTH AND WELL- ages conservation of current energy BEING sources.

AFFORDABLE HOUSING NEA opposes • curtailment or closure of schools as NEA supports a first resort in energy crises. • federal support for housing affordable to moderate-income individuals ENVIRONMENT through incentives for construction and rehabilitation and fiscal poli- NEA supports cies that put mortgage loans within • protection of the environment and reach. natural resources; • the establishment and maintenance CULTURE AND COMMUNICATIONS of federal wilderness areas, recreation areas, refuge areas, and desig- NEA supports nated local green areas; • partial reservation of cable televi- • strict regulation of facilities that sion capacity for educational uses; dispose of, store, or handle medical, • funding for the National Endow- toxic, or other hazardous materials; ment for the Arts; • financial protection of individuals • adequate public financing for public impaired by hazards; broadcasting; • reduction in the rate of deterioration • the public interest, fairness doc- of the environment through incen- trine, equal time requirements, as- tives for product concentration, use certainment, and affirmative action of biodegradable packaging mate- in broadcast regulation; rials, decreased volume of original • federal legislation to preserve his- packaging limited to that required torically significant lands and struc- by the legitimate dictates of health tures. and safety, waste recycling, and other means as feasible; ENERGY • standards and timely enforcement and funding for safeguarding NEA supports against pollution of the air (e.g., acid • development and implementation of rain), water, or food by chemicals or a long-range national energy policy radiation; that reduces dependence on for- • stronger federal action in solving the eign sources of energy; emphasizes problem of toxic waste dumping. research on, development of, and

336 Legislative Program

NEA opposes • strengthened occupational health • weakening of environmental health and safety standards and programs and safety efforts through under- with diligent enforcement; funding, laxity in regulatory stan- • establishment and funding of feder- dards, or other means. al research efforts devoted to health care issues specific to women’s HEALTH CARE health concerns; NEA supports a national health care • tax exemptions for health insurance policy that will mandate universal cover- and benefits; age with the highest quality health care at • allowing retired state and local gov- the lowest possible cost. ernment employees to pay health In pursuit of this goal, NEA sup- care premiums with pretax dollars; ports— • tax exemption for accelerated death • a tax-supported, single-payer health benefit payments for life insurance care plan for all residents of the contracts; United States, its territories, and • expansion of mental health services the Commonwealth of Puerto Rico, and the coordination with public adoption of which shall be support- schools on the provision of such ser- ed at whatever level of government vices; is appropriate; • the regulation of health maintenance • a national program of long-term organizations (HMOs), in particu- care, including home health care for lar health care management plans the chronically ill, including those and their business practices, so that with cognitive or mental impair- quality patient care is given top ments; priority and doctor-recommended • containment of health care cost in- specialized treatment or prescribed creases; medications are not denied by any • coverage for full men’s and women’s HMO; reproductive health care; • legislation to require the federal gov- • parity for mental health coverage; ernment to fund medical transporta- • coverage for audiological services tion to enable qualified Medicare and/or devices; recipients to access medical care; • a major federal commitment to HIV/ • a comprehensive Medicare/Medic- AIDS and other blood borne patho- aid system with protected benefits, gens research to develop a preven- including prescription drug benefits tive agent, effective treatments, and and benefits for home health care, a cure; mental health services, and non- • strict federal standards for staffing, medical aid; safety, health care, and nutrition ser- • legislation to require the fed- vices provided by nursing homes; eral government to fund medical

337 Legislative Program

transportation to enable qualified • any means test for Medicare; Medicare recipients to access medi- • any capping of general fund support cal care; for Medicare B; • Medicare as a social insurance pro- • any shift of the cost of health care gram available on an optional basis under Medicare/Medicaid to the to all school employee groups or in- beneficiary and/or his or her family; dividual active or retired education • any new barrier to eligibility for employees in states in which public benefits under Medicare; school employees are not covered by • mandatory coverage of public em- Medicare; ployees under Medicare for employ- • open enrollment for the purchase of ee groups that have declined cover- Medigap insurance; age; • qualification relief for members who • diminishing any health benefits re- elect into Medicare too late to qual- ceived by active or retired members ify with the required 40 quarters; that have been achieved through • the provision of low cost, accessible, state legislation or collective bar- and high quality prescription drugs gaining. for all individuals, including prescription drugs imported/reimport- JOBS/ECONOMY ed from other countries meeting all applicable safety laws of the United NEA supports States; • full employment, including job train- • prescription drug importation/reim- ing and development programs; portation legislation that: • federal incentives to enhance in- - encourages the utilization of evi- come security, education, job train- dence-based medications; ing and placement, child care, and - decreases prescription drug con- family support services; tamination and counterfeiting; • educational and rehabilitation (jobs) - addresses incorrect dosages, sale programs for incarcerated individu- of expired prescription drugs, and als. sale of drugs with inadequate us- age directions; SENIOR CITIZENS • directing the federal government to negotiate prescription drug prices NEA supports and use subsequent savings to fill the • increased availability of dependent “donut hole” in Medicare Part D. care for all ages; • a decent standard of living for the NEA opposes elderly, with support systems to pre- • shifting of health care costs to the vent and/or treat physical and men- insured; tal abuse;

338 Legislative Program

• programs of assistance to lessen an actuarially sound tax base that problems and concerns of older maintains the integrity of the So- Americans in the United States. cial Security trust fund and through the use of general revenues, if SOCIAL SECURITY necessary; • maintaining and/or enhancing So- NEA supports cial Security benefits; • Social Security as social insurance, • full annual cost-of-living protec- not welfare or a “means-tested” pro- tions for Social Security recipients; gram; • Social Security reform that: • improved Social Security benefits - maintains or enhances the eco- for participants, especially low-in- nomic security of current and fu- come workers, dependents, and sur- ture generations who contribute vivors; to the financing of the Social Se- • Social Security benefit equity for curity system; men and women through earnings - guarantees a foundation of retire- sharing and/or benefit changes; ment income that permits older • guaranteed Social Security survi- family members to live in dignity vor/disability benefits for minor and reduces the economic burden surviving children under the care of on younger family members car- parents, grandparents, or other cus- ing for older family members; todial adults; - provides a sound base of univer- • reductions in the Social Security re- sal insurance protections to fami- tirement age; lies faced with wage loss due to • repeal of the Social Security “notch” old age, disability, or the death of that reduces benefits for individuals the family wage earner; born between 1917 and 1926; - is equitable, nondiscriminatory, • strengthening the guaranteed ben- and ensures as a minimum stan- efit formula of the Social Security dard that individuals covered by program by raising the taxable wage Social Security receive at least the base subject to Social Security tax; same level of economic benefit • legislation that protects the integrity provided by the existing system; of the Social Security trust fund, - minimizes Social Security fund preserving funds for benefits; investment risks; • repeal of current taxes on and ex- - maintains the current, low-level emption from income tax of all So- costs of administering Social cial Security benefits regardless of Security; income; - fulfills Social Security’s exist- • protection of the solvency of the ing commitments to covered Social Security system through employees and ensures current

339 Legislative Program

noncovered and/or covered state regulations, and programs for and local government employees American Indians/ Alaska Natives, their current, expected level of through full funding and appropri- non-Social Security benefits; ate administration actions and re- - is integrated with sound, long-run porting requirements; employment and worker training/ • federal programs that provide pub- education policies; lic school educators with resources - recognizes that federal investment and materials to combat the rising in a better educated workforce is growth of hate groups; sound educational and employ- • provision of federal funds to school ment policy that will positively districts for the education of chil- impact the individual’s ability to dren of undocumented workers, im- contribute to the Social Security migrants, refugees, and members of system; the diplomatic community; - reflects careful deliberation con- • legislation that clarifies the imple- cerning economic growth and la- mentation of Section 504 of the bor market issues. Vocational Rehabilitation Act in the • legislative rather than regulatory de- public schools; termination of the process by which • revision of the Elementary and Sec- the Consumer Price Index (CPI) and ondary Education Act (ESEA) to any adjustments resulting from it are protect the privacy of student infor- calculated. mation by requiring specific parental or legal guardian consent before NEA opposes turning over student information to • limitations on post-retirement earn- military recruiters. ings for Social Security recipients; • NEA opposes • adverse effects on active or retired • any governmental attempts to reseg- members of any CPI adjustment; regate public schools; • privatization of Social Security. • efforts to restrict or end federal court jurisdiction in civil rights matters, b. HUMAN AND CIVIL RIGHTS including restrictions on the use FOR SCHOOL CHILDREN of busing as an available option to achieve desegregation; NEA supports • infringement of the principles of • guaranteeing the right to a free and religious freedom through the intro- appropriate public education to all duction of sectarian practices in the children, including the homeless; public schools; • rigorous enforcement of civil rights • use of economic hardship as laws, including desegregation ac- grounds to cease implementation tivities, Patsy Mink Title IX Act of programs designed to achieve

340 Legislative Program

racial integration and/or educational • full equality and opportunity— equity; economic and educational—for • federal legislation that denies chil- all, including the addition of the dren’s access to public education or Equal Rights Amendment to the health care based on their citizen/ Constitution; documentation status. • protection of American Indian/ Alaska Native religious rights and FOR THE GENERAL PUBLIC practices; • reproductive freedom without gov- NEA supports ernmental intervention; • obtaining, preserving, and strength- • the use of affirmative action to re- ening basic civil and human rights dress historical patterns of discrimi- under law; nation; • eliminating barriers restricting the • freedom of inquiry and freedom of individual exercise of rights; the press; • academic freedom; • protection of First Amendment • prohibiting the government from rights and privacy issues in telecom- searching for or seizing from a munications; bookseller or library materials that • federal initiatives to deal with the contain personally identifiable in- growing national concern relating to formation concerning a patron; racial profiling; • federal legislation designed to • action by Congress to support a de- combat hate crimes, sexual ha- mand to end slavery, genocide, vio- rassment, and violence against all lence, and atrocities worldwide; individuals; • recognition of the Native Hawaiians • passage of a federal statute prohibit- as an indigenous people who have a ing employment discrimination on special relationship with the United the basis of sexual orientation or States and a right to self-determina- gender identity and expression; tion under federal law; • legislation that would prohibit re- • severe punishments for traffickers ligious organizations that accept of forced labor and protections for federal funds from discriminating victims; in hiring and delivery of services on • legislation to acknowledge the vio- the basis of race, religion, gender, lation of civil liberties imposed age, marital status, sexual orienta- on over 600,000 Italian-born im- tion, gender identity and expression, migrants in the United States and or HIV/AIDS status; their families by the United States • federal initiatives to deal with the government; growing national concern relating to • legislation calling for genetic non- stalking; discrimination in employee hiring

341 Legislative Program

and in the issuance of health • upgrading of the U.S. Institute of insurance by employers and health Peace into a U.S. Peace Academy benefits providers; with degree-granting authority; • legislation to study possible repara- • representation of migrant workers in tions to African Americans to ad- collective bargaining by the organi- dress the past and residual effects of zation of their choice; slavery in America; • maintenance and enhancement of • rigorous protection of the rights of federally guaranteed parental and those detained in enforcement/in- medical leave covering the birth or terdiction efforts; adoption of a child, the serious ill- • statehood for the District of Colum- ness of a spouse or dependent fam- bia; ily member, or the employee’s own • national observances recognizing serious illness or injury; the contributions of ethnic-minority • reallocating funding from prison groups and women to this nation; expansion for the purpose of incar- • a national holiday honoring César ceration of offenders of nonviolent Chávez; crimes into rehabilitation, educa- • federal legislation to create a Na- tion, and other social services, in- tional Museum of Women’s history cluding alternative and rehabilita- in Washington, DC; tive educational settings; • enactment and enforcement of open • repeal of the five-year waiting peri- and fair housing legislation; od for financially eligible legal non- • equal opportunity and responsibil- citizens to receive federally funded ity for women and men in and fol- health care; lowing military service; • full veterans benefits for Filipinos • citizen access to public records un- who fought alongside the United der the Freedom of Information and States during World War II; Federal Advisory Committee Act, • a moratorium on capital punish- including full public disclosure of ment at the state and federal levels federally funded chemical/biologi- because capital punishment is being cal warfare products; carried out inequitably with regard • federal legislation that enhances to social class, race, ethnicity, gen- accessibility rights for individuals der, and other similar factors; with disabilities; • federal initiatives to ensure the safe- • full congressional review of Su- ty of those incarcerated in federal, preme Court nominees and judicial state, and local prisons. appointments; • confirmation of Supreme Court Jus- tices and federal judges who support civil rights;

342 Legislative Program

NEA opposes IMMIGRATION • infringement of due process rights; • unreasonable constraints on foreign NEA supports students and their dependents in the • comprehensive immigration reform name of national security; that: • any legislation or constitutional - Promotes a fair and orderly sys- amendment designating English as tem of legal immigration that also the official language of the United protects national security and States; civil liberties; • arbitrary restrictions on the civil - Recognizes the importance of rights of persons who test positive family unity and rejects laws and for HIV/AIDS; delays that undermine keeping • internment or containment of racial- families intact; and ly identifiable segments of society; - Deals effectively with undocu- • execution of juveniles and the men- mented immigrants who have tally retarded; worked and lived in the United • testing of individuals for drug or States and may include a path to alcohol abuse without probable citizenship once they undergo cause; background and security checks. • tax benefits to organizations that promote hatred; NATIVE LANDS • immigration or visa restrictions that constitute an attack on labor unions, NEA supports human rights, or national origin; • legislation to protect existing Alaska • financial restrictions that hinder le- Native ownership of Alaska Native galization; Lands Settlement Act lands; • disruption of the integrity of the • protection of American Indian/ family unit; Alaska Native and Native Hawaiian • exchange between agencies of con- sacred sites; fidential information about a citizen • legislation to preserve and expand without the individual’s knowledge; Native Hawaiian land ownership. • U.S. coercion of other nations to accept U.S.-produced tobacco and UNITED NATIONS alcohol as trade items in contraven- tion of these nations’ laws and/or NEA supports customs; • world bodies dedicated to the fur- • governmental intrusion or monitor- therance of peace and human rights; ing of library materials and book- • U.S. participation in and equitable store records. financing of the United Nations and related bodies;

343 Legislative Program

• ratification of the U.N. Convention • transparent, independent, nonpar- on the Elimination of All Forms of tisan oversight and audits of elec- Discrimination Against Women; tions; • ratification of the U.N. Convention • public ownership of voting systems, on the Rights of the Child. including the software that records and counts the votes; VOTING AND ELECTION REFORM • federal election days as holidays.

NEA supports NEA opposes • election or polling reforms—in- • the utilization of voter ID cards for cluding simplified voter registration the privilege of voting in local, state, procedures—that ensure that each and national elections. member of the electorate, regardless of time zone, may cast a meaningful c. FISCAL POLICY vote and that encourage citizens to exercise their right and responsibil- CREDIT UNIONS ity to register, vote, and participate fully in the political process; NEA supports • a universal 24-hour voting period • programs that preserve the indepen- for all national elections; dence of credit unions to serve their • voting reform that allows for the members’ best interests; verification of votes cast and has se- • federal legislation to protect the curity safeguards; ability of credit unions to enroll • full disclosure of all sources of po- members from multiple groups of litical financing; employees. • right of all citizens to participate in the election process through politi- NEA opposes cal action committees; • federal legislation that adversely af- • reinstatement of the personal tax fects credit union members. credit for political contributions; • partial public funding of federal EDUCATION AND NATIONAL election campaigns; SECURITY • reauthorization and full enforcement of the Voting Rights Act; NEA supports • equal voter access and enfranchise- • strengthening national security ment; by increasing federal funding for • voter verified paper ballots to be used education; in a dispute or recount in elections; • national security based on a sound • ending the machine company secre- economy, a well-educated popu- cy of vote counting processes; lace, ratification of and adherence to

344 Legislative Program

existing arms control treaties, and a TAXATION stable world community; • a mutual, verifiable nuclear freeze NEA supports with cessation of testing, produc- • a progressive tax system based on tion, and further deployment of individual and corporate ability to nuclear delivery systems and other pay to yield sufficient revenues to destabilizing systems; address national needs; • programs for the special needs of • a tax system that provides for edu- veterans of foreign conflicts; cation and other social needs while • legislation requiring a policy of achieving reduction of the national economic conversion to facilitate debt; the orderly redirection of resources • equity in taxation rates between from military purposes to alterna- married and single tax payers; tive civilian uses, including educa- • equity in tax policies for spousal tion; benefits and domestic partner ben- • consideration of caregiver responsi- efits; bilities in the assignment of mem- • deferral of taxation on retirement bers of the armed services. annuity contributions; • repeal of Internal Revenue Code NEA opposes provisions that jeopardize the avail- • military or economic assistance to ability or tax exemption of employee governments that permit violations benefit plans, including the taxation of their citizens’ rights; of negotiated severance payments • federal funding extending the arms prior to separation from employ- race into outer space; ment; • expenditure of funds on develop- • exemption from taxation of employment of nuclear attack “evacuation” ee benefits, including employer paid plans; health and life insurance, legal ser- • restrictions on academic research vices, and educational assistance; by artificial imposition of the “clas- • restoring the estate tax for the pur- sified” designation to deny access to pose of funding public education; non-national security information or • recognition in the tax code for de- censorship of unclassified research; pendent care expenses; • legislation or regulations that pre- • reduction or elimination of the per- vent educators in the United States centage threshold required before an from teaching or conducting re- individual can qualify for an item- search in any country. ized deduction for certain medical expenses; • exemption from tax liability for tuition remissions where available;

345 Legislative Program

• exemption status within the tax TRADE code for professional business expenses, including continuing educa- NEA supports tion, home office, home computers, • public input and congressional con- educational travel, professional and sultation during the negotiation and union dues, and designation of such ratification of international trade expenditures as “necessary” and agreements; “ordinary;” • social charters that guarantee high • full miscellaneous deductions for standards of human rights, environ- educational materials purchased by mental, and union protection; all educators for classroom use. • inclusion of education, human rights, environmental, and labor NEA opposes representatives on all negotiating • unfair tax loopholes or giveaways and administrative bodies; such as tax abatement and foreign • systems of checks and balances for trade zones that reduce revenues any international trade body whose and shelter corporations and high- decisions could erode democratic, income individuals from paying human rights, environmental, or taxes; union protection. • any constitutional amendment im- posing limitations on taxes or the NEA opposes federal budget; • any agreement lacking the inclusion • shifting responsibility for financing of any social charter or other guar- traditional governmental services antees of high standards of human from a progressive tax structure rights, environmental, and union to taxes disproportionately affecting protection; low- and middle-income individu- • any agreement lacking a system of als; checks and balances on all interna- • an extension of the moratorium on tional trade bodies whose decisions Internet taxes. could erode democratic, human rights, environmental, or union protection; • the adoption of Trade Promotion Au- thority (“Fast Track”) in Congress.

346 List of New Business Items 2006–2007 Program Year

New Business Adopted by the 2006 English Language Learners Best Representative Assembly Practices (2006-32) Negative Propaganda (2006-33) Quality Health Care Benefits (2006-A) Full Funding of Individuals with Immigration Process (2006-1) Disabilities Education Act (2006-36) Defined Benefit Plans (2006-2) Brown versus Board of Education Tax Treatment of Retiree Health Care (2006-37) Benefits (2006-4) Dangers of Particulates (2006-38) Indoor Air Quality Symposium (2006-5) Forum for Retirement and Benefits Respect for Diversity (2006-7) (2006-41) ESP Retirement (2006-8) School Closings (2006-42) In-State Tuition for Children of Supplemental Educational Services Education Employees (2006-10) (2006-43) Firms’ Positions on Retirement Benefits Teacher-Selected Textbook Adoptions (2006-11) (2006-48) Green Cleaning Programs (2006-13) Training to Reinvigorate Local Arts Education Advocacy (2006-14) Economies (2006-49) NEA Caucus Registration and Terminology Regarding Race, Religious, Communications (2006-15) Sexual Orientation or Other Medicare Modernization Act (2006-16) Differences (2006-52) Threats to Academic Freedom (2006-18) Striking Workers in Oaxaca City, Mexico Government Accounting Standards (2006-53) Board Statement 45 (2006-19) Dangers of Pesticide, Herbicide, and Affordable Homeowners Insurance Insecticide Exposure (2006-54) (2006-20) Advocacy for a Complete Curriculum Nine Principles of Educational (2006-56) Excellence (2006-21) Voting Rights Act of 1965 (2006-57) Segregation Legislation (2006-22) Increase in Diabetes (2006-58) HPV Vaccine (2006-23) Teacher Certification Tests (2006-59) Judicial Intervention (2006-24) Auto-Immune Diseases (2006-60) English Language Learners (2006-26) Guaranteed Quality Health Care Universal Health Care (2006-29) (2006-61) NEA-ATA Merger Anniversary HUD Teacher Next Door Program (2006-30) (2006-62)

347 New Business

Internal Revenue Service Code Section Referred to Annual Meeting Review 125 (2006-63) Committee Positive Working Relationships (2006-64) Indoor Air Quality Training (2006-31) Study of Pension Modifications (2006-65) Real-Time Captioning (2006-44) Women and Minorities in Leadership Anniversary of Public School Roles (2006-66) Desegregation (2006-050) American Labor Studies (2006-69) Referred to PSP Committee Renewable Energy Technologies Assessment Mechanisms for Licensure (2006-72) and Certification (2006-25) Adult Education Programs (2006-74) Multicultural Curriculum Resources Continuing Responsibility (2006-75) Health and Physical Education Programs Elected School Boards (2005-13) (2006-76) Federal Funds to Close the Achievement Free Expression of Member Views Gap (2005-15) (2006-77) Guidance to Novice School Employees Bill and Melinda Gates Foundation (2005-41) (2006-78) History of Labor Unions (2005-81) Section 9528 of ESEA (2004-24) Referrals NEAFT Partnership (2001-A) NEAFT Partnership Budget (2001-32) Referred to Appropriate Committee Right to Academic Freedom (2006-34) Referred to President Danger of Transfats (2006-51) Referred to Executive Committee Best Pedagogical Practices (2006-3) National Health Insurance Pool (2006-28) Michigan Civil Rights Commission (2006-45)

348 New Business Adopted by the 2006 Representative Assembly

Quality Health Care Benefits opportunity to learn. NEA will assist state (2006-A) affiliates in promoting and encouraging a NEA, in partnership with state affili- safe learning environment that protects ates, will continue to be a leader in the na- the rights of all education professionals to tion in the battle for quality health care perform their duties without regard to the and benefits for its members and the gen- national origin and immigration status of eral public. To improve the flow of infor- their students. mation and awareness of health benefits issues throughout the organization, NEA Defined Benefit Plans (2006-2) will: NEA will continue to fight to preserve 1. Build expertise on health benefits defined benefit plans and Social Security issues at the state affiliate level through as a defined benefit plan. Such efforts will development and delivery of a training include the publication of at least two fea- module to governance and staff, as re- ture articles during the 2006-2007 school sources permit; year in NEA Today and This Active Life 2. Build the State Health Care Ben- about attacks on defined benefit plans and efits Liaison Network and set expecta- Social Security and NEA efforts to pre- tions for this group as the focal point for serve them. disseminating information and materials from the NEA to state and local affiliates Tax Treatment of Retiree Health and from affiliates to NEA; Care Benefits (2006-4) 3. Support state efforts to build health NEA will advocate the extension of care coalitions for reform through techni- beneficial tax treatment for retiree health cal support and information sharing; care benefits. 4. Participate in national health care reform coalitions; Indoor Air Quality Symposium Increase member awareness of the na- (2006-5) tionwide health care crisis. NEA, through the NEA Health In- formation Network, will provide funds Immigration Process (2006-1) to support the 2006 Indoor Air Qual- NEA will work with state affiliates ity (IAQ) Tools for Schools symposium. to assure that any immigration process NEA will support 25 additional scholar- will protect the rights of all students, sup- ships. The training includes a pre-sym- port a safe environment, and provide an posium day for union members focusing

349 New Business on organizing and activating members Green Cleaning Programs (2006-13) around indoor air quality issues, how to NEA will research the available Green support IAQ affected staff, and sharing Cleaning programs recommended by the member experience and expertise. U.S. Environmental Protection Agency and other health and government agen- Respect for Diversity (2006-7) cies. NEA will report to the delegates at Appropriate NEA leadership and staff the next RA on the status of the research will communicate with vendors that serve and data collected on best practices and NEA functions about the diverse nature Green Cleaning programs through NEA of the NEA membership and the need for Today and on the NEA website. Should marketing and communication techniques any of these programs or products result that are respectful of all members. in reductions of ESP staff, they would not be recommended for adoption. ESP Retirement (2006-8) NEA will publish a series of articles Arts Education Advocacy (2006-14) in NEA Today or on the NEA website that NEA will designate staff and resourc- focus on ESP retirement, paying special es to advocate for arts education in appro- attention to the disparities between teach- priate venues such as national and state er retirement and ESP retirement. legislative programs, NEA Today, and the NEA website. In-State Tuition for Children of Education Employees (2006-10) NEA Caucus Registration and NEA will work with state affiliates by Communications (2006-15) encouraging their public colleges and uni- Any announcement of/invitation to an versities and legislators to honor requests NEA-sponsored activity/event distributed for in-state tuition grants to children of to the NEA Board, NEA Executive Com- active and retired public education em- mittee, state presidents, NEA Board of ployees who reside out of state. Directors, NEA large urban locals, NEA standing committee chairs and state co- Firms’ Positions on Retirement ordinators for the NEA convention will Benefits (2006-11) also be distributed to the chairs of all NEA will identify and release the NEA recognized special interest cau- names of financial firms with which NEA cuses either by mail or electronic means. and NEA Member Benefits do business Forms listing new caucus chairs will be that support converting defined benefit completed on duplicate paper and a copy plans into defined contribution plans and will be distributed to the editorial staff of firms that support Social Security priva- the NEA Handbook in a timely manner. A tization. printed copy of the NEA Handbook will be distributed to all NEA recognized caucus chairs.

350 New Business

Medicare Modernization Act Nine Principles of Educational (2006-16) Excellence (2006-21) NEA will work in coalition, provide The Nine Principles of Educational information on the NEA website, and Excellence will be included annually in encourage members to e-mail the U.S. NEA Today until it can be in the electron- Congress in support of amending the ic version of the NEA Handbook. Medicare Modernization Act of 2003, more commonly known as Medicare Part Segregation Legislation (2006-22) D in at least by directing the Medicare The NEA opposes segregatory legisla- Administration to negotiate prescription tion passed in Nebraska and will collabo- drug prices directly with pharmaceuti- rate with the Nebraska State Education cal companies and by eliminating the so- Association to oppose and seek repeal of called “donut hole” where Medicare eli- any provision of a Nebraska statute that gible persons currently pay 100% of their directly or indirectly increases or en- drug costs. hances racial or economic segregation in Nebraska schools. Threats to Academic Freedom (2006-18) HPV Vaccine (2006-23) NEA will alert members through reg- The NEA, through the NEA Health ular publications and the Internet about Information Network, will research and threats to academic freedom in recent make available to NEA members and federal regulations and state legislation state/local affiliates information regard- preventing educators in the United States ing the HPV vaccine, approved by the from teaching and conducting research in U.S. food and Drug Administration on so-called “terrorist states.” June 8, 2006. This vaccine has proven to prevent 70 percent of cervical cancers and Government Accounting Standards pre-cancers and is recommended for girls Board Statement 45 (2006-19) and young women ages 9-26. NEA will urge the Government Ac- counting Standards Board (GASB) to Judicial Intervention (2006-24) modify or eliminate GASB Statement NEA will educate members about 45. This information will be shared with effective teaching strategies and sup- NEA members and affiliates. port services needed to better serve the increasing numbers of students whose Affordable Homeowners Insurance households have experienced any form (2006-20) of judicial intervention through the NEA The NEA, through NEA Member Ben- website and other publications, includ- efits, will help members living in hard-to- ing NEA Today. The articles will analyze insure areas find affordable homeowners the psychological, economic, social, and insurance. physical impact on students.

351 New Business

English Language Learners Learners (ELL) including but not limited (2006-26) to listing programs proven to be effective The NEA will establish a pilot program for attaining cognitive academic English to provide access to the new English Lan- for ELL, identifying current research on guage Learners/Multicultural modules by ELL pedagogy, and showing the relation- providing training in the modules for one ship to closing the achievement gap. staff person and one member leader from two state affiliates per NEA region, who Negative Propaganda (2006-33) will be responsible for developing and NEA will create a committee to ex- implementing state-based trainings in the plore joining with other associations and modules for members. organizations interested in public education with the purpose of creating, using Universal Health Care (2006-29) the NEA website, a website dedicated to NEA will inform members about H.R. defending public education from negative 676 and various states’ plans for estab- propaganda in the media. lishing universal health care through the NEA website and other publications, in- Full Funding of Individuals with cluding NEA Today. Disabilities Education Act (2006-36) NEA will institute an extensive cam- NEA-ATA Merger Anniversary paign to compel the U.S. Congress to (2006-30) fully fund the Individuals with Disabili- NEA will preserve and display the ex- ties Education Act (IDEA). Activities will hibit commemorating the 40th Anniver- include informational and persuasive ar- sary of the NEA/ATA merger at the NEA ticles in NEA Today, detailing the effects headquarters in Washington, D.C. for at of under funding and outlining ways edu- least one year and will explore the feasi- cation professionals and the community- bility of a permanent display of the exhib- at-large can influence legislators to move it. NEA will make this exhibit available them to full funding. to local and state affiliates at the expense of the local and state affiliate. NEA will Brown versus Board of Education make available the NEA/ATA merger (2006-37) DVD to Association members and local The NEA stands proudly for the de- and state affiliates at their expense. fense of the Brown versus Board of Edu- cation U.S. Supreme Court decision. The English Language Learners Best Louisville and Seattle school desegrega- Practices (2006-32) tion cases being heard by the U.S. Su- Using existing communications ve- preme Court are of vital interest to edu- hicles such as NEA Today and the NEA cators everywhere in America. The NEA website, NEA will publicize best prac- will file an amicus brief in support of tices for instruction for English Language these two school desegregation plans.

352 New Business

Dangers of Particulates (2006-38) ary Education Act. This information will The NEA Health Information Network include a description of the process by will make information available to mem- which SES certification was achieved. bers on the dangers of particulates such as NEA will make the information avail- fiberglass, chemical residues, insect body able through regular channels to state and parts, and molds in schools. This infor- local affiliates wishing to become SES mation will include health impacts and providers. testing methods. Testing information will include ways tests can be manipulated to Teacher-Selected Textbook make work sites appear to have no or low Adoptions (2006-48) contaminant levels when inhabitants con- NEA will work with state affiliates to tinue to have health problems. promote teacher-selected textbook adoptions that integrate meaningful technol- Forum for Retirement and Benefits ogy applications and up-to-date informa- (2006-41) tion connections that parallels that outside NEA will maintain the Forum for Re- of education. tirement and Benefits as an annual training and coordinating event to be included Training to Reinvigorate Local in the 2006-2007 fiscal year. This event Economies (2006-49) will be well publicized through print and NEA will work with state affiliates to electronic media with the intent of ex- encourage county and regional secondary panding participation of local and state and adult vocational, career, and techni- leaders, staff and emerging benefits ad- cal schools, higher education institutions, vocates. and public schools to provide potential and current students with information as School Closings (2006-42) well as vocational, career, and technical The NEA will provide state affiliates education and training to reinvigorate lo- with collective bargaining language and cal economies. language for non-bargaining states to help ensure that public school employees Terminology Regarding Race, continue to be paid and receive benefits Religious, Sexual Orientation or should schools close due to a pandemic or Other Differences (2006-52) natural disaster. NEA will use and promote “acceptance” and/or “respect” instead of “toler- Supplemental Educational Services ance” where appropriate when referring (2006-43) to how one should relate to race, religious, NEA will gather information from sexual orientation, and other differences. state and local affiliates that are providing Supplemental Educational Services (SES) required by the Elementary and Second-

353 New Business

Striking Workers in Oaxaca City, and will encourage members and state Mexico (2006-53) affiliates to advocate for a complete cur- President Weaver will write and pub- riculum that includes adequate time and lish a letter to the newly-elected president resources for such content areas as physi- of Mexico denouncing the wave of gov- cal education, health, the arts, career, vo- ernment-ordered violence against strik- cational and technical education, family ing teachers, workers, and social activists and consumer sciences, library sciences, in Oaxaca City, Atenco, and other parts of and world languages. Mexico while calling for thorough investi- gations and prosecutions of those respon- Voting Rights Act of 1965 (2006-57) sible. NEA will demonstrate its support NEA will vigorously advocate through of Oaxacan teachers by donating $10,000 all communicative means the extension of through Education International to help the Voting Rights Act of 1965 prior to its pay the medical bills of members of Sec- expiration in 2007. tion 22 of the Mexican teachers union and their families who where injured during Increase in Diabetes (2006-58) the June 2006 police attack on striking NEA will bring to the attention of pub- teachers in Oaxaca, Mexico. lic policy makers through publications, affiliate programs, and social political Dangers of Pesticide, Herbicide, policy, the human toll and the contrib- and Insecticide Exposure (2006-54) uting factors in the dramatic increase in NEA, through the Health Information diabetes. Network (HIN), will provide information to members on the dangers of pesticide, Teacher Certification Tests herbicide, and insecticide exposure. They (2006-59) will present information on adverse health NEA will investigate Education Test- consequences including respiratory dif- ing Service and other teacher certifica- ficulties, neurological damage and other tion companies to find how their tests are reactions faced by chemically sensitive handled and the failure and loss rate at in- people. NEA HIN will make information dividual testing sites. NEA will advocate available to encourage state affiliates and for independent auditing of scoring of school districts to find and use safer alter- educational licensure exams on a regular native products and procedures. basis. Additionally, NEA will insist that score reports give meaningful feedback of Advocacy for a Complete individual strengths and areas of growth. Curriculum (2006-56) NEA will work to lower testing costs and NEA will disseminate data, both ex- to allow the refund of preregistration fees isting data and from currently-planned for the next exam date if the applicant has surveys, through established channels already passed the test.

354 New Business

Auto-Immune Diseases (2006-60) health care in pre-tax deductions. Sug- NEA will utilize existing and perti- gested changes could include health club nent communications vehicles and train- memberships, weight control, smoking ing sessions to assist NEA members and cessation and other behavior modification their students with the effects of auto-im- programs that promote good health. Al- mune diseases such as Alopecia Areata, ternative and holistic practitioners, health Lupus, multi-chemical sensitivity, etc. in trainers, nutritionists and massage thera- the workplace or school environments. pists could also be included.

Guaranteed Quality Health Care Positive Working Relationships (2006-61) (2006-64) NEA will develop referendum/ballot NEA will continue to provide assis- initiative language that calls for guaran- tance and training to support state affili- teed quality health care for all Americans. ates in managing conflicts and promoting This language and technical assistance positive working relationships between will be available at the request of state and among governance, management and affiliates to aid in their own state health staff. care ballot campaigns. Study of Pension Modifications HUD Teacher Next Door Program (2006-65) (2006-62) NEA will study private sector moves NEA will carry out a balanced pub- to cut and tailor pensions as a prelude and lic relations program to inform members warning to public employee organizations about all aspects of the U.S. Housing and and groups, then provide this information Urban Development (HUD) Department through normal channels of communica- Teacher-Next-Door and all similar pro- tion. grams with feature articles in NEA To- day and posting information on the NEA Women and Minorities in website. NEA will work with HUD to im- Leadership Roles (2006-66) prove the program to include all catego- NEA will publish a series of articles ries of Education Support Professionals in NEA Today and on the website that and to expand the program in high-cost focus on the training and support offered areas. by NEA to inform and encourage women and minorities to participate in leader- Internal Revenue Service Code ship roles at the local, state, and national Section 125 (2006-63) level. NEA will advocate changes in U.S. In- ternal Revenue Service Code Section 125 American Labor Studies (2006-69) regulations to add the ability to include The NEA will support the Ameri- the cost of wellness and preventative can Labor Studies Center, and the Botto

355 New Business

House-American Labor Museum in Hale- Health and Physical Education don, New Jersey, by promoting awareness Programs (2006-76) of them among affiliates and members, NEA will collaborate with the Ameri- urging them to contribute appropriate can Alliance for Health, Physical Educa- curriculum materials and to contribute tion, Recreation and Dance to educate financially to support the operation and members and enable them to be well-in- maintenance of the Center. formed advocates for required, comprehensive, developmentally appropriate Renewable Energy Technologies health and physical education programs (2006-72) for all students and to work towards the NEA endorses the ‘25x25’ campaign’s goals of NEA Resolution B-41.* call that 25 percent of the nation’s energy supply must come from clean, sus- Free Expression of Member Views tainable, and secure domestic renewable (2006-77) energy technologies such as wind, solar, Through normal means of communi- biomass, and biofuels, geothermal, hy- cation, NEA will survey state affiliates to dropower, renewable hydrogen and wave determine the extent to which educators power by the year 2025. have been silenced or otherwise discouraged from expressing their opinions at Adult Education Programs (2006-74) professional development or staff training NEA will work within state affiliates and will report the results of the survey to to identify states in which adult education members before the 2007 Representative programs are being eliminated or greatly Assembly. curtailed. The NEA will develop a plan to assist those states with strategies to main- Bill and Melinda Gates Foundation tain adult education programs. (2006-78) NEA will offer organizational and Multicultural Curriculum member expertise to the Bill and Melinda Resources (2006-75) Gates Foundation in the Foundation’s ef- NEA will develop multicultural cur- forts to improve public education and to riculum resource links on the NEA inform membership of any developments website to offer sources in further inte- due to these efforts through NEA publica- grating multicultural education into the tions and/or the website. curriculum. *Adopted at the 2006 RA as Resolution B-42.

356 Representative Assembly Referrals

Referred to Appropriate professional research pertaining to best Committee pedagogical practices. The content will include reviews of articles published in Right to Academic Freedom professional educational and popular (2006-34) journals. The venue will include NEA NEA support for academic freedom Today and the NEA website. and the educator’s right to employ teaching practices that invite students to think National Health Insurance Pool rationally and objectively should be more (2006-28) than the simple assertion of its central NEA will explore the creation of a na- role in education and democracy. NEA tional health insurance pool for the pur- will publicly and vociferously reinforce pose of making available to all members the right of educators to use innovative a nationwide comprehensive health insur- and recognized classroom techniques and ance program. strategies that achieve this goal. NEA actions should include but not be limited to Michigan Civil Rights Commission legislative proposals, public information- (2006-45) al materials, and continued legal defense NEA will submit an amicus brief to actions. the Michigan Supreme Court supporting the finding of the Michigan Civil Rights Referred to President Commission that signatures on an anti- affirmative action ballot initiative were Danger of Transfats (2006-51) obtained through voter fraud and that NEA will propose and foster education this initiative should be excluded from programs to alert and educate Americans the Michigan ballot. Petition gatherers and children about the danger of transfats targeted black communities, claiming in the diet. this initiative was pro-affirmative-action. NEA will investigate joining the federal Referred to Executive Committee lawsuit brought forward by civil rights organizations seeking to keep MCRI off the Best Pedagogical Practices (2006-3) Michigan ballot on the basis of its viola- The NEA will provide a monthly ven- tions of the Voting Rights Act of 1965. ue for the presentation and discussion of

357 New Business

Referred to Annual Meeting Anniversary of Public School Review Committee Desegregation (2006-050) The NEA will recognize the 50th an- Indoor Air Quality Training (2006-31) niversary of public school desegregation NEA will provide funds for a one day in America at Little Rock Central High pre-RA training activity on Indoor Air School with an appropriate ceremony at Quality and environmental health issues the 2007 Representative Assembly. The prior to the 2007 Representative Assem- NEA will work with the Arkansas Educa- bly. It will include both nationally recog- tion Association to ensure that the NEA/ nized speakers and Association leaders. AEA/Little Rock Classroom Teachers It will be planned for 120 participants. Association has a prominent part in the Planners will invite participation from ceremonies. agencies and groups such as the U.S. En- vironmental Protection Agency, Ameri- Referred to PSP Committee can Lung Association and asthma groups to further offset costs. Assessment Mechanisms for Licensure and Certification Real-Time Captioning (2006-44) (2006-25) Starting at the 2007 Representative NEA will assist state affiliates in Assembly, both the projection devices working with chief state school officers and all television monitors, minimum and state boards of education to ensure 50” or larger, in all bleacher and/or choice/diversity in employing well re- high traffic areas will provide real-time searched assessment mechanisms for li- closed captions for deaf or hard-of-hear- censure and certification. ing members who choose to sit with their local delegations.

358 New Business— Continuing Responsibility

Elected School Boards (2005-13) History of Labor Unions (2005-81) NEA will continue to oppose attempts NEA will research the possibility of by Eli Broad and others to remove elected offering, as part of existing training pro- school boards from cities in California grams, either regional or national levels of and other states or territories. training to support the significant history of labor unions. The training will empha- Federal Funds to Close the size delivery of age-appropriate curricu- Achievement Gap (2005-15) lum to students. NEA will advocate that all school districts receiving federal, state and lo- Section 9528 of ESEA (2004-24) cal technology funds use those funds to NEA will inform its members through close the achievement gap, enhance data all media resources about the provisions of systems to support accountability and Section 9528 of the Elementary and Sec- provide the training necessary for teach- ondary Education Act and about various ers and education support professionals to methods to address those provisions and become highly qualified users of technol- will urge locals and members to make sure ogy to support pupil learning. that local school districts are fulfilling their mandate to inform parents and stu- Guidance to Novice School dents about their rights to opt out of having Employees (2005-41) their names released to the military. NEA will disseminate, through NEA Today and other publications, specific NEAFT Partnership (2001-A) recommendations to members to prevent compromising situations that could lead to INTRODUCTION allegations of inappropriate professional Because our members are on the front behavior. NEA will design a leaflet or oth- lines of the future of America, and be- er publication especially for novice school cause our work and our values are rooted employees outlining these recommenda- in the well-being of the children of this tions and will distribute this publication to nation and their families: state affiliates for distribution to and reten- • The AFT and NEA are committed tion by employees entering the profession. to work together on behalf of our member and on behalf of all those whom our members serve.

359 New Business

• We are committed to nurturing and The NEAFT Partnership shall be di- improving public education above rected by a joint council, which shall be all. We are determined to fight for composed of 15 representatives from family needs, which must be met in each organization, including the execu- order to make our public schools the tive committees of each organization. The equalizer they have been and should activities of the NEAFT Partnership shall be for society. This encompasses be jointly funded and staffed by the AFT quality of life issues, such as health and NEA, and the council shall meet at care for all Americans, safe neigh- least one time per year. The AFT and borhoods and a caring government. NEA shall be responsible for their own expenses and staff assignments. NEAFT PARTNERSHIP The NEAFT Partnership shall estab- Subject to the approval of the appro- lish clear measures of accountability and priate AFT and NEA governance bodies, explicit checkpoints at which the organi- we form the NEAFT Partnership. The zations shall assess progress of joint ac- NEAFT Partnership shall leave us free to tivities and change direction as needed. differ and to conduct each organization’s work separately and independently, but it NEAFT PARTNERSHIP GOALS AND shall bring us together in a new relation- PROJECTS ship focused at every level of our orga- Common goals and projects of the nizations on common interests we share NEAFT Partnership could include: abut critical educational issues and issues 1. Advocating for interaction and col- of vital significance to children. laboration throughout the organiza- The NEAFT Partnership is the recom- tions—at local, state, regional and mendation of the NEA and AFT unity national levels by: discussion teams and advisory commit- a. Developing models for and facili- tees, which met between September and tating interactions at all levels to December 2000. increase joint action on issues of The NEAFT Partnership shall have common concern. the authority to make decisions and to b. Using the expertise of leaders, advance common goals, but it shall be staff and consultants to facili- required to operate in conformity with tate work on joint projects at all policies and directives of the governance levels. bodies of NEA and the AFT. The NEAFT c. Facilitating opportunities for partnership shall provide the two organi- members of NEA and the AFT to zations with a common front in dealing learn about their counterparts in with critical educational and social issues. the other organization and its af- It shall also advocate, support and coordi- filiations—at local, state, regional nate mutually agreed upon national, state, and national levels. These inter- regional and local activities. actions shall be designed to build

360 New Business

relationships between the organi- 3. Increasing cooperation by: zations at all levels. a. Assisting states and locals in joint 2. Engaging in joint projects on issues organizing ventures. of mutual interest by: b. Developing joint strategies to a. Holding jointly planned and ex- counteract anti-union competing ecuted conferences on substantive organizations and initiatives. topics of common interest; fol- c. Creating forums and opportuni- lowing up with joint activities at ties for learning about the expe- all levels riences of merged states and lo- b. Creating opportunities to learn cals. and work together on issues of d. Coordinating with the appropri- mutual concern, such as teacher ate AFT and NEA departments quality, professional development, the ongoing delivery of services technology and school safety. to AFT-NEA merged states and c. Creating opportunities for joint locals. staff collaboration and training. d. Coordinating legal actions NEAFT Partnership Budget e. Coordinating legislative actions (2001-32) f. Creating joint national publica- The Representative Assembly directs tions and/or including sections the Board of Directors to develop and within existing national publica- implement a procedure so that tions to present issues of common A proposed budget detailing NEA’s concern and to report on joint projected expenditures for activities of activities. the NEA-AFT partnership will be distrib- g. Achieving collective bargaining uted each year to the Board of Directors rights in non-bargaining states. at its fall meeting and h. Fostering conversation and joint At each Representative Assembly activity among corresponding meeting a report of actual monies ex- constituency groups in each orga- pended, the source of those monies in the nization. NEA program budget, and the partner- i. Coordinating joint political edu- ship activities that were funded will be cation and information. distributed to the delegates. j. Working to achieve appropriate funding for public education.

361

Affirmative Action Policy for Ethnic Minorities and Women Adopted by the 1997 Representative Assembly

Preamble Because the effects of ethnic and gender discrimination by particular employers and by society in general cannot be remedied simply by ending discriminatory practices and utilizing employment practices that treat people equally regardless of ethnicity or gender, affirmative action may be necessary to achieve true equal employment opportunity.*

Definitions the educational benefits of an ethnically For purposes of this Policy Statement, or sexually diverse workforce, to provide the following definitions apply: ethnic minority or female role models for 1. The term “affirmative action” all students, or to alleviate the effects of means any measure, beyond simply ter- societal discrimination. minating and prohibiting discriminatory practices, that may be used to increase or * NEA’s current policies reflect a concern with maintain the percentage of ethnic minori- the fact that there traditionally has been a dispro- ties or women in an educational employ- portionately low percentage of men employed as teachers in elementary schools, and support the er’s workforce, or a particular segment of use of affirmative action to cure such underrepre- an educational employer’s workforce. sentation. The failure to address this concern in 2. The term “discrimination” means this Policy Statement does not in any sense mean denying an employment opportunity or that NEA is altering its position in this regard. To benefit, or taking any adverse employ- the contrary, it remains the position of NEA that, in appropriate circumstances, affirmative action ment action, against ethnic minorities or should be used to increase the percentage of male women solely on the basis of their ethnic- elementary school teachers. However, because ity or gender. the historical and legal variables involved in the 3. The term “diversity” means the in- underrepresentation of male elementary school teachers are so markedly different from those inclusion of a specified percentage of ethnic volved in regard to ethnic minorities and women, minorities or women in an educational NEA believes that the problems should not be employer’s workforce, in order to obtain dealt with in the same Policy Statement.

363 Affirmative Action

4. The term “educational employee” Principles means a person employed in a profession- 1. NEA reaffirms its strong support al or educational support position by an for the use of affirmative action in educa- educational employer. tional employment (a) to cure the effects 5. The term “educational employer” of past ethnic or gender discrimination means a public school district, a college by the particular educational employer or university, or any other public entity involved, and (b) to achieve or maintain which employs educational employees. ethnic or gender diversity in an educa- 6. The term “ethnic minority” means tional employer’s workforce. those persons designated as ethnic minor- 2. When necessary for the above pur- ity by statistics published by the United poses, affirmative action should be used States Bureau of the Census. This desig- with regard to recruitment, training, em- nation shall specifically include Ameri- ployment, assignments, transfers, promo- can Indian/Alaska Native, Asian, Native tions, layoff, recall, and other aspects of Hawaiian or other Pacific Islander, Black, the educational employment relationship. and Hispanic. 3. The employment of a non-ethnic 7. The term “qualified” means that minority or male educational employee the person meets the legal requirements should not be terminated solely for the for holding the position, and has the skills purpose of curing the effects of past dis- necessary to perform the functions of the crimination by the particular employer position. involved, or achieving or maintaining 8. (a) When affirmative action is used diversity in an educational employer’s to cure the effects of past ethnic or sexual workforce. When a fiscal exigency, a re- discrimination by a particular educational duction in student enrollment, or other employer, the term “underrepresented” bona fide factor requires a reduction in means that the percentage of ethnic minor- an educational employer’s workforce, af- ities or women in an educational employ- firmative action may be appropriate to er’s workforce is significantly below the maintain-but not to increase-the pre-ex- percentage of qualified ethnic minorities isting percentage of ethnic-minority or or women in the relevant labor market; female employees in the workforce. (b) When affirmative action is 4. Affirmative action should be used, used to achieve or maintain diversity in in certain circumstances, to make choices an educational employer’s workforce, the among qualified individuals. An eth- term “underrepresented” means that the nic-minority or woman applicant who percentage of ethnic minorities or women is not qualified for the position in ques- in an educational employer’s workforce tion should not, on the basis of ethnic- is significantly below the percentage that ity or gender, be given preference over a is necessary to achieve the educational qualified non-minority or male applicant. and societal benefits of ethnic or sexual An educational employer should be al- diversity. lowed to use affirmative action training

364 Affirmative Action programs and take other ethnic- or gen- affiliates are free to decide for themselves der-conscious actions in order to expand what positions to take in this regard. Ac- the pool of qualified ethnic-minority or cordingly, the NEA will not deny support female applicants for educational employ- to an affiliate that is seeking to enforce ment positions. contractual or statutory employment 5. The use of affirmative action is ap- rights solely because those rights are con- propriate when ethnic minorities or wom- trary to positions recommended in this en are underrepresented in an educational Statement of Policy. employer’s workforce as a whole, or when 7. (a) Whether NEA participates in they are underrepresented in the profes- litigation involving affirmative action will sional educator, educational support, or be determined on a case-by-case basis administrator/supervisor categories of after considering all of the relevant fac- an educational employer’s workforce. tors, including, among others, the NEA Whether the use of affirmative action is policy on the issue presented, the position appropriate to deal with the underrepre- (if any) taken by NEA affiliates, and the sentation of ethnic minorities or women precedential effect of the litigation. at a school building, in an operational de- (b) NEA will participate in litiga- partment, or in some other segment of an tion involving the relationship between educational employer’s workforce should affirmative action and seniority only with be determined on a case-by-case basis af- the approval of an NEA governing body ter assessing all of the relevant factors. (i.e., Representative Assembly, Board of 6. (a) Decisions as to the use of af- Directors, or Executive Committee). firmative action in educational employ- (c) A court should have the power ment-including decisions as to the rela- to impose an affirmative action remedy tionship between affirmative action and that is contrary to the seniority rights of seniority-should be made voluntarily by educational employees only when there the educational employer and the local has been a judicial finding that the un- employee organization through collective derrepresentation of ethnic minorities or bargaining or other form of bilateral deci- women in the workforce is attributable to sion making. unlawful discrimination by the particular (b) Although NEA urges its af- educational employer involved, and then filiates to support the use of affirmative only to the extent that the remedy is nec- action in educational employment as rec- essary to cure the effects of the unlawful ommended in this Statement of Policy, discrimination.

365 Privatization and Subcontracting Programs Adopted by the 2000 Representative Assembly

Preamble Certain forms of private sector involvement have the potential to adversely affect public education and impair NEA’s ability to achieve its organizational goals and objectives. This Policy Statement (1) sets forth the criteria that are used by NEA in order to determine whether and under what circumstances it will oppose or support private sector involvement in public education, and (2) based upon those criteria, indicates the position taken by NEA with regard to certain commonly-used forms of such involvement.1

directly or indirectly—to subsidize pre-K Definitions through 12 private school education; For purposes of this Policy Statement, 3. The term “subcontracting pro- the following definitions apply: gram” means an arrangement pursuant 1. The term “public school” means a to which private sector entities are used pre-K program, an elementary school, or to perform functions—either support a secondary school that is supported by or professional—that traditionally have tax dollars; that is under the jurisdiction been performed by public elementary and of and subject to comprehensive regula- secondary school employees; tion by a governmental entity; that, sub- 4. The term “private school tuition ject to reasonable pedagogically-based voucher program” means a program pur- distinctions, provides access to all resi- suant to which public funds are used to dent students; that is financially and edu- pay, in whole or in part, the tuition for a cationally accountable to the public or its student to attend a private school—either elected representatives; and that seeks to by direct payment to a private school, or inculcate in its students basic values that as reimbursement to a student’s parents; are rooted in the democratic and egalitar- ian traditions of our country; 1 This Policy Statement does not deal with all 2. The term “privatization program” forms of private sector involvement in public means a private school tuition voucher education. Thus, for example, charter schools are not addressed. The position that NEA takes with program, a private school tax credit/de- regard to charter schools is set forth in the Policy duction program, or other program pur- Statement on Charter Schools adopted by the suant to which public funds are used— 2001 Representative Assembly.

366 Privatization and Subcontracting Programs

5. The term “private school tuition tax to achieve and/or maintain a system of credit/deduction program” means a pro- quality public education, or the potential gram that provides a tax advantage—ei- to otherwise negatively impact on public ther in the form of a credit against income education; tax, or a deduction in computing income 2. Allows public funds to be used for tax—to persons who pay for, or contrib- religious education or other religious pur- ute to, the cost of private education; poses, or otherwise weakens the wall of 6. The term “sectarian private school” separation between church and state; means a private school that is affiliated 3. Places the economic security of with a religious group, institution, or orga- public education employees at risk, with- nization, or that includes a religious com- out regard to individual job performance, ponent in its educational program; and so that the services in question can be 7. The term “economic security” performed by private sector employees; or means the right to continued employment 4. Has the purpose or effect of caus- in the same or a substantially equivalent ing or maintaining racial segregation in position, with the same or substantially the public schools. equivalent compensation and working conditions. B. Application of Criteria 1. Private School Tuition Voucher Principles2 Programs a. NEA opposes private school tu- A. Criteria ition voucher programs that pay for stu- NEA reaffirms its strong and histori- dents to attend private schools in order cal commitments to (1) promoting the to obtain educational services that are cause of public education, (2) preserv- available to them in public schools to ing the principle of separation of church which they have reasonable access. Such and state, (3) protecting the economic programs reduce the resources that other- security of public education employees, wise would be available for public educa- and (4) achieving racial integration in the tion, and otherwise impair the ability of public schools and preventing resegrega- the affected school districts to provide a tion. Consistent with these commitments, quality public education. NEA is opposed to any privatization or NEA also opposes the foregoing type subcontracting program that: of private school tuition voucher programs 1. Has the potential to reduce the re- because they have the potential to reduce sources that otherwise would be available the student population in the affected school districts, which in turn could re- 2 These Principles are set forth in summary sult in the displacement of public educa- terms. The underlying analysis, and the rationale for the positions taken, are contained in the May tion employees. This places the economic 2000 Report of the NEA Special Committee on security of public education employees Educational Privatization. at risk, without regard to individual job

367 Privatization and Subcontracting Programs performance, so that the services in ques- 2. Tuition Tax Credit/Deduction tion can be performed by private sector Programs employees. Because tax credits/deductions have To the extent that sectarian private the same potential financial impact on schools participate in voucher programs public education as the direct payment of of this type, public funds are used to pay public funds, tuition tax credit/deduction for religious education and other religious programs are the functional equivalent of activities. NEA opposes such participa- tuition voucher programs. Accordingly, tion because it weakens the wall of sepa- the position that NEA takes with regard ration between church and state. to tuition tax credit/deduction programs b. NEA does not take a categori- is the same as the position that it takes cal position for or against private school with regard to tuition voucher programs. tuition voucher programs that pay for stu- 3. Privatization Programs Pursuant dents to attend private schools in order to Which Public Funds are Used to Pro- to obtain educational services that are vide Services, Materials, and/or Other not available to them in public schools Assistance to Private Schools or to Stu- to which they have reasonable access— dents Who Attend Such Schools such as, for example, secondary schools NEA does not oppose the use of public for students who reside in school districts funds to provide services, materials, and/ that operate only elementary schools, or or other assistance to private schools or to specialized services for disabled students. students who attend private schools in all If the unavailable services are pro- circumstances. Such assistance may be vided by sectarian private schools, NEA acceptable if the services, materials, and/ would oppose the program to the extent or other assistance (a) are not part of the the public funds are used to pay for re- basic educational program that is provid- ligious education and/or other religious ed by the private school, but are ancillary activities. to that program, (b) as a general matter, If the participating private schools are do not in and of themselves provide an in- not sectarian, or if the funds made avail- centive for public school students to trans- able to sectarian private schools are used fer to private schools,3 (c) are not so costly only for secular purposes, the accept- as to negatively impact on the ability of ability of the program would depend on public schools to implement their own whether it is feasible for the public schools educational programs, and (d) are secular to provide the services in question, related in nature and are incapable of diversion actions of the school district, and other such factors. Because these factors can 3 best be assessed in context, NEA defers The qualification “as a general matter” is necessary because the result might be otherwise in a to the judgment of the relevant state and particular case. Thus, for example, a student might local affiliates. attend a private as opposed to a public school if publicly funded transportation were available.

368 Privatization and Subcontracting Programs to religious use—such as bus transporta- On this latter basis, NEA opposes the tion or secular library books, as opposed use of private-sector transportation com- to tape recorders, computers, etc. NEA’s panies if it results in the displacement of position with regard to programs of this publicly-employed school bus drivers, the type will be determined on a case-by-case use of private-sector food service com- basis, after considering the structure and panies if it results in the displacement of operation of the program in question. publicly-employed school cafeteria work- 4. Subcontracting Programs Pur- ers, and any other program that simply suant to Which Private-Sector Entities replaces public education employees with Are Used to Provide Services for Public private-sector employees. Schools NEA’s position with regard to subcon- NEA will oppose specific subcontract- tracting programs under which the use of ing programs under which private-sector private-sector entities do not result in the entities are used to provide educational displacement of public education employ- support or professional services for public ees because the services in question have schools if it determines that the programs not traditionally been performed by pub- have a negative impact on public educa- lic education employees cannot be deter- tion, or if—because sectarian entities are mined in the abstract. The acceptability used to provide the services—they weak- of such programs can best be determined en the wall of separation between church in context—after considering such fac- and state. NEA’s position with regard to tors as the economic and programmatic programs of this type will depend in most feasibility of using public education em- cases on whether they place the economic ployees to provide the services, related security of public education employees actions of the school district, the nature at risk, without regard to individual job and track record of the particular private- performance, so that the services in ques- sector entity involved, and whether the lo- tion can be performed by private-sector cal association has been consulted. NEA employees. does not take a categorical position for or against programs of this type, but defers to the judgment of the relevant state and local affiliates.

369 Charter Schools Adopted by the 2001 Representative Assembly, amended 2006

Introduction and operation of the charter schools them- NEA Resolution A-1 expresses NEA’s selves, and (3) certain core organizational strong belief “that public educational op- values of NEA that apply to all education- portunities for every American must be al programs in all contexts.3 preserved and strengthened.” Consistent with this belief, NEA “supports innova- Criteria tion in public education,” NEA Resolu- 1. The Granting of Charters tion A-31, including education reform a. In order for charter schools mechanisms that promote decentralized to fulfill their intended purposes, they and shared decision making, diverse should be designed to (1) serve as ex- educational offerings, and the removal perimental laboratories for field-testing of onerous administrative requirements. curricular and instructional innovations, The core assumptions that inform the with an eye to whether those innovations charter school1 concept—i.e., innovation, can be incorporated into “mainstream” autonomy, and accountability—indicate public schools, or (2) provide educational that charter schools have the potential to facilitate these reforms and be positive 1 As used in this Policy Statement, the term “char- change agents by developing new and cre- ter school” means a publicly funded elementary or ative methods of teaching and learning secondary school that has been freed from some that can be replicated in mainstream pub- of the rules, regulations, and statutes that apply to lic schools. Whether charter schools in other public schools in exchange for some type of accountability for producing certain results. fact will fulfill this potential—or instead simply relieve the pressure for genuine 2 It would be preferable if all of the criteria were reform, and provide a gateway for fur- included in a charter school law, but that is not ther privatization—depends on how the essential. As long as the law does not provide otherwise, a requirement could be imposed by charter schools are designed and imple- the implementing regulations or the chartering mented. agency itself. In the final analysis, the determina- This Policy Statement sets forth certain tive question is whether a particular charter school criteria that NEA believes should be used meets the criteria. to determine whether a charter school law- 3 These criteria are set forth in summary terms. and the charter schools that are established The underlying analysis, and a more complete pursuant to that law-are acceptable.2 For statement of the rationale for the positions taken, purposes of discussion, these criteria are are contained in the accompanying Report of the NEA Special Committee on Charter Schools. grouped into three categories, relating to The Report also discusses many of the subsidiary (1) the granting of charters, (2) the design points that are relevant in applying the criteria.

370 Charter Schools alternatives for students who cannot ad- local school board did not have reason- equately be served in mainstream public able grounds for its decision, and acted in schools. It follows from these purposes an arbitrary or capricious manner. that a charter should be granted only if The process outlined above also should the proposed charter school intends to be used with regard to decisions involving offer students an educational experience the renewal or revocation of an existing that is qualitatively different from what charter. is available to them in mainstream pub- c. Because a charter school appli- lic schools, and not simply to provide a cation should be judged more on the basis “choice” for parents who may be dissat- of what it says than on the basis of who isfied with the education that their chil- says it, there should be few a priori re- dren are receiving in mainstream public strictions on eligibility to receive a char- schools. ter. The chartering agency should have b. Local school boards are in the broad discretion to grant a charter to any best position to evaluate charter school responsible group or entity that meets the applications for educational management relevant prerequisites, including a group capacity and related purposes, determine of parents, a team of teachers, a commu- how a charter school will impact main- nity organization, a college or university, stream public schools, establish proce- a union, etc. There should, however, be dures to maximize the cross-pollination of certain categorical prohibitions: ideas, and monitor the operation of char- 1. Private for-profit entities should ter schools on an ongoing basis. Accord- not be eligible to receive a charter. Be- ingly, applications for charters should be cause for-profit entities have a financial made to the relevant local school board, obligation to their shareholders, which which in the first instance should have the requires them to build a profit margin into authority to grant or deny the application. their calculations, and because they typi- The procedure that is followed must in- cally lack roots in the local community, clude a public hearing allowing teachers, such entities should not have independent school employees, and the community the authority over the operation of a public opportunity to testify to the positive and school. Charter schools should have a negative impact of the charter on the au- limited right to contract with for-profit thorizing school district. entities to provide management and other The decision of the local school board services-but only to the same extent, and to grant or deny a charter school applica- under the same circumstances, as main- tion should be subject to appeal to a state stream public schools. education agency, but the purpose of the 2. There also should be an abso- appeal should not simply be to second- lute prohibition against the granting of guess the educational judgment of the lo- charters for the purpose of home-school- cal school board. The burden should be ing, including online charter schools that on the appellant to demonstrate that the seek to provide home-schooling over the

371 Charter Schools

Internet.4 Charter schools whose students d. Consistent with the purpose of are in fact home schoolers, and who may charter schools as experimental laborato- rarely if ever convene in an actual school ries, charters should be of limited duration building, disregard the important social- so that the results of the experiment can ization aspect of public education, do not be assessed. If the goals of the charter are serve the public purpose of promoting a being met, it can be renewed; if they are sense of community, and lend themselves not, the charter can be revoked. Although too easily to the misuse of public funds a shorter or longer duration may be ap- and the abuse of public trust. propriate in particular circumstances, five 3. Although mainstream public years appears to reflect an appropriate schools should be eligible to convert to balance between accountability, the op- charter schools if they meet the relevant portunity for innovation to take hold, and prerequisites, private school conversions the capital investment that often is neces- should be prohibited. The net effect of such sary to start a charter school. conversions is all too often simply the use The charter holder should not be im- of public money to pay for private school mune from scrutiny for the period of the education. In those instances where pri- charter. Because the public education that vate school conversions are allowed, there is provided to children is involved, the should be rigorous safeguards to ensure charter school should be monitored on a that the conversion to a charter school is continuing basis, and should be subject to done in more than name only. The char- modification or closure at any time if the tering agency should direct its attention children or the public interest is placed at to the student body, the governing board, risk. School districts under state receiver- and the educational program of the pro- ship should be ineligible for a charter. posed charter school, and determine the extent to which they will differ from their counterparts in the pre-conversion private 4 The latter point is intended as an interim posi- school. This is a fact specific inquiry that tion. Online charter schools cannot be viewed in must take place on a case-by-case ba- isolation, but are part of a broader question in- sis, but a private school that converts to volving distance learning in general. NEA intends a charter school at the very least should to establish a special committee to address this not be permitted to give a preference to broader question, and the position taken in this Policy Statement regarding online charter schools its former students in admission. Particu- will be revisited by the special committee on dis- larly careful scrutiny should be given to tance learning. the application of any private school with 5 If private school conversions are allowed, there a prior religious affiliation to be sure that should be an additional categorical prohibition the principle of church/state separation is against granting charters to sectarian private not violated.5 schools. See discussion below.

372 Charter Schools

2. The Design and Operation of b. According to the definition of a Charter Schools “public school” contained in the “NEA a. In order to achieve their intended Policy Statement Regarding Privatization educational outcomes, it may be neces- and Subcontracting Programs” that was sary for charter schools to be freed from adopted by the 2000 NEA Representative some of the requirements that apply to Assembly, one of the essential character- mainstream public schools, and have in- istics of a public school is “that, subject to creased autonomy in regard to such mat- reasonable pedagogically-based distinc- ters as curriculum, instruction, staffing, tions, [it] provides access to all resident budget, internal organization, calendar, students.” It follows from this definition and schedule. In other areas, however, that students should not be charged tu- the status of charter schools as public ition or required to pay a fee in order to schools and the strictures of account- attend charter schools. Moreover, because ability should predominate, and in these all students must be afforded an opportu- areas they should be subject to the same nity to attend a mainstream public school, local and state statutory and administra- students should not involuntarily be as- tive requirements as mainstream public signed to attend charter schools. schools. This would include, among other Charter schools should have some dis- things, requirements dealing with health cretion in selecting or rejecting students. and safety, public records and meetings, Like magnet and other specialty public licensure/certification of teachers and schools, they should be allowed to serve other employees, finance and auditing, an identified target population, such as student assessment, civil rights, and labor at-risk students, students with a particular relations. academic emphasis or interest, students A related consequence of the fact that with certain disabilities, and students charter schools are public schools is that from one educational level as opposed to the teachers and educational support others (i.e., elementary, middle or high professionals who work in those schools school). But, again like mainstream pub- should be public employees—and, as lic schools, there should be no screening such, should have the same constitutional of students on the basis of race, religion, and statutory rights as other similarly gender, sexual orientation, English-lan- situated public employees. This should guage proficiency, family income, ath- be the case regardless of who holds the letic ability, special needs, parental par- charter or manages the school on a day- ticipation in school affairs, intellectual to-day basis, although a private for-profit potential, academic achievement, or what entity that has a management contract it costs to educate particular students. with a charter school should be allowed Nor should charter schools be allowed to use its own employees to provide the to screen students indirectly. Thus, for management services called for under the example, no would-be student should be contract. denied the opportunity to attend a charter

373 Charter Schools school because the school is unwilling to able. The host school districts should not make adequate arrangements for his or be required to provide additional money her transportation. from their regular budgets to fund these c. A charter school is unlikely to capital expenditures, inasmuch as this be successful unless the participants in would mean that the charter schools are the educational experiment are commit- disproportionately diverting resources ted to its goals and objectives—and this from mainstream public schools. Nor is is true for employees as well as students. it particularly desirable for the additional For this reason—and because no em- money to come from the regular budgets ployee should be required to work in an of the charter schools, since this might re- environment that he or she finds unac- sult in their day-to-day operations being ceptable—employment at charter schools underfunded. An attempt should be made should be voluntary. In the case of public to obtain money to cover these start-up school conversions, any employees at the costs from some outside funding source public school who do not support the con- (e.g., private non-profit foundations or the version should be afforded an opportunity federal government). to transfer to a comparable position at another mainstream public school. 3. NEA’s Core Organizational d. Charter schools should not dis- Values proportionately divert resources from a. NEA Resolution F-5 provides mainstream public schools. The funding that “the attainment and exercise of col- formula should provide a charter school lective bargaining rights are essential with the same amount of money for its to the promotion of education employee students that would be required to educate and student needs in society.” Consistent the same mix of students in a mainstream with this fundamental principle, charter public school. Inherent in this formula schools should be subject to the same pub- would be adjustments to reflect cost dif- lic sector labor relations statutes as main- ferences between elementary and second- stream public schools, and charter school ary school students, students with dis- employees should have the same collec- abilities and other special needs, at-risk tive bargaining rights—under both state students, etc. law and local practice—as their counter- Applicants who seek a charter to parts in mainstream public schools. start a new school—as opposed to a There is no single “best” answer to the mainstream public school or an existing question of how charter school employees private school that seeks to convert to a should relate to mainstream public school charter school—may need to acquire a employees in terms of bargaining unit building and make other capital expendi- structure and collective bargaining agree- tures. A charter should not be granted un- ment coverage—i.e., whether charter less the chartering agency is satisfied that school employees automatically should adequate start-up resources will be avail- be included in the same bargaining unit

374 Charter Schools as other employees in the relevant school ter school applications from purportedly district and be covered by the same collec- “secular” private schools with a prior re- tive bargaining agreement, with the right ligious affiliation. This prohibition should to request “waivers” that could be agreed not prevent a religiously affiliated institu- to by the union and the school district to tion—such as a college or university— address the charter school’s site-specific from obtaining a charter for a school that issues, or whether they should have the is housed in a separate facility that has no right to form separate bargaining units religious trappings and that offers an edu- and negotiate their own collective bar- cational program that is purely secular in gaining agreements. This determination nature. should be made on a case-by-case basis in the same manner that other decisions Conclusion as to bargaining unit structure are made As indicated at the outset of this Policy under the relevant labor relations statute. Statement, charter schools have the po- b. NEA traditionally—and vigor- tential to impact positively, or negatively, ously—has supported the principle of on public education-and this in turn will separation of church and state. If public depend on how such schools are designed funds are made available for unrestricted and operated. In the final analysis, wheth- use by sectarian private schools—i.e., pri- er any particular charter school law-and vate schools that are affiliated with a re- the charter schools that are established ligious group, institution, or organization, pursuant to that law-passes muster must and that include a religious component in be determined on a case-by-case basis af- their educational programs—the wall of ter considering all of the relevant factors. separation is breached. Sectarian private The criteria set forth in this Policy State- schools, therefore, should be ineligible to ment are designed to provide an analyti- become charter schools, and particularly cal framework that can be used in making careful scrutiny should be given to char- that determination.

375 Distance Education Adopted by the 2002 Representative Assembly

Preamble Distance education is now widely used in elementary/secondary school education, higher education, and professional development for education employees. With the increasing sophistication of the Internet and other digital communication technologies, the use of distance education in all of these contexts undoubtedly will expand dramatically in the years ahead. NEA enthusiastically supports the continued and expanded use of distance education because it believes that distance education has the potential to improve learning opportunities for students, the quality of instruction, and the effectiveness of education employees. The positions taken in this Policy Statement are designed to ensure that distance education is used in a manner that enables it to fulfill this potential.1

Definitions on the owner of a copyright the exclusive For purposes of this Policy Statement, right to (a) reproduce the work, (b) dis- the following definitions apply: tribute or sell the work, (c) make deriva- 1. The term “distance education” tive works from the work, (d) perform the means a form of education in which work, and (e) display the work. courses are delivered via the Internet (or other forms of digital technologies that Criteria for Acceptability may evolve from the Internet that exists This Policy Statement sets forth cer- today) without face-to-face interaction tain criteria that NEA believes should be between student and instructor; used to determine whether the use of dis- 2. The term “traditional education” tance education is acceptable. These crite- means the delivery of educational ser- ria are specific to distance education, and vices by means that involve face-to-face unless otherwise indicated are intended interaction between student and instruc- to supplement—not supplant—the crite- tor; and ria set forth in other NEA policies for de- 3. The term “intellectual property” termining the acceptability of educational means certain legal rights protecting original works of the human intellect. 1 These positions are set forth in summary terms. One of these legal rights is “copyright,” The underlying analysis, and a more complete statement of the rationale for the positions taken, which means the protection given to orig- are contained in the accompanying May 2002 Re- inal works of authorship, such as literary, port of the NEA Special Committee on Distance musical, or artistic works, by conferring Education.

376 Distance Education programs in other contexts. For purpos- traditional education diminishes with the es of discussion, the distance education age and maturity of the students involved, criteria are grouped into two categories, it remains a significant function of an relating to (A) student learning and (B) undergraduate higher education. For this educational employment.2 reason, NEA—again as a general matter, with the recognition that exceptions may A. Student Learning be warranted in particular cases—op- 1. When properly used, distance edu- poses undergraduate degree programs in cation can enrich and enhance the edu- which all or most of the courses are pro- cation provided to students, but distance vided by distance education. education is not an alternative to tradi- 3. The question of how much distance tional education that can in all respects education is “too much” can best be an- and in all contexts fulfill the mission of swered in context after considering the traditional education. In addition to pro- financial and programmatic feasibility of viding instruction in academic subjects, a providing the courses through traditional traditional education in a public elemen- education, the developmental level of the tary/secondary school is designed to pre- students involved, whether and to what pare students for citizenship by instilling extent the use of distance education would certain fundamental democratic values; place the economic security of education to expose students to wide-ranging politi- employees at risk, whether there has been cal, religious, and cultural views; to teach collective bargaining or other bilateral de- them tolerance and respect for those dif- cision-making between the employer and ferent from themselves; and to help stu- the affiliate, etc. Accordingly, with regard dents develop a sense of community. Be- to the appropriate balance between the cause these purposes can be served only use of traditional education and distance when students have regular face-to-face education at the elementary/secondary interaction with peers, teachers, and other school level and in undergraduate higher education employees, NEA opposes—as education, NEA defers to the judgment of a general matter—any arrangement pur- the affiliates involved. suant to which elementary/secondary 4. Because of the nature of the student school students receive all or most of body and the purpose of the educational their education at home through distance program, the face-to-face interaction education, and rarely if ever convene in component of traditional education is less an actual school building. In taking this likely to be a factor at the post-graduate position, NEA recognizes that exceptions level or in professional development for may be necessary for certain students who cannot be adequately served by a tra- 2 Although this grouping is somewhat artificial, ditional education program. and there is to some extent an overlap between 2. Although the importance of the the two groups, this grouping contributes to the face-to-face interaction component of clarity of the presentation.

377 Distance Education education employees. In these contexts, 7. Unless otherwise indicated, dis- distance education may in some circum- tance education should be subject to the stances be the preferable-and, indeed, the same criteria that NEA has adopted for only viable-way to provide educational quality education generally. Because dis- services. tance education presents unique concerns, 5. Once the decision to use distance certain additional criteria should be used education has been made—by a school in evaluating its quality. These additional district, a college or university, or a pro- criteria include the following: vider of professional development—the a. Consistent with Resolution G- distance education should, as the NEA 3 (Licensure), which provides that “[a] Standing Committee on Professional teaching license must be recognized as Standards and Practice put it, “enrich and the primary requirement for employment enhance current Programs, not dilute their in every public and private school (pre-K overall value.” 3 Toward this end, distance through 12),” teachers who provide dis- education should only be used for a type tance education at the elementary/sec- of instruction that is suited to online de- ondary school level should be licensed livery. Several factors should be consid- in the subject matter taught. The license ered in this regard. One factor is the sub- need not be from the state in which the ject matter of the course. Another factor educational services are received by stu- is the developmental level of the students, dents because this would have the prac- inasmuch as young children may not have tical effect of eliminating the multi-state the literacy skills or maturity necessary to use of distance education, nor is there participate in online education, and face- any educationally sound reason why the to-face interaction with teachers and peers teacher should be licensed in the state in may be essential to effective learning. Be- which the educational services originate. cause these and other relevant factors can Because NEA does not value a teaching best be assessed in context, NEA defers to license from any one state over that from the judgment of the affiliates involved. any other state, it should be acceptable if a 6. Although distance education can teacher who provides distance education overcome physical and geographical bar- to elementary/secondary school students riers, its reliance on high level informa- is licensed in any state in the subject mat- tion technology has the potential to cre- ter being taught. ate new barriers based on economic and Although licensure in the subject mat- social status. If distance education is used ter being taught is a necessary condition at the elementary/secondary school level, for any teacher, it is not a sufficient con- these factors must be neutralized. All eli- dition for a teacher involved in distance gible students must be able to participate in distance education on an equitable ba- 3 2000–01 Report of the NEA Special Commit- sis without regard to the economic or so- tee on Professional Standards and Practice for the cial status of their family. 2000–01 membership year, at p. 24.

378 Distance Education education. Teachers who provide distance the online environment. education should in addition be skilled d. Because of the absence of face- in learning theories, technologies, and to-face interaction between student and in- teaching pedagogies appropriate for the structor, validating the authenticity of stu- online environment. Moreover, because dent work can be particularly challenging of the rapidly changing technology, these in distance education. Such validation can skills should be continuously updated be done by the use of multiple assessment through professional development. mechanisms on a regular and continuing b. Students who take distance edu- basis throughout the course, including ap- cation courses should receive the prepara- propriate technological safe-guards. tion and support necessary to enable them e. The technological infrastructure to function effectively in an online envi- supporting distance education should pro- ronment. Such preparation and support vide the necessary tools for instruction and should include at least the following: interaction. The technology should work • Appropriate equipment, tech- reliably, simply, and economically. Tech- nical support, libraries, and laboratories; nical assistance should be available when- • Appropriate student services, ever needed by students or instructors. including at the elementary/secondary The foregoing criteria are set forth in school level an onsite education employ- summary fashion, and do not address the ee to monitor student performance and many subsidiary points that would be rel- act as a liaison to the distance education evant in applying them. Nor are these the instructor; only criteria that need to be considered in • Accurate course descriptions order to determine whether distance edu- and clear expectations prior to enrollment; cation meets acceptable standards of edu- • Individualized interaction with cational quality. The criteria are designed their instructor; and rather to establish a basic framework and • Opportunities for appropriate provide NEA governance, staff, and affil- student-to-student interaction. iates with the guidance necessary to make c. Distance education courses day-to-day determinations. should be managed to ensure effective student and school participation, provide for B. Educational Employment regular interaction between students and 1. Because decisions as to whether their instructors and online classmates, (i.e., for what purposes) and how (i.e., for and offer opportunities for appropriate what types of instruction) to use distance offline activities. Support systems should education have an impact on the working provide resources to instructors, students, conditions of education employees, they and parents that are comparable to those should be subjects of collective bargain- that would accompany face-to-face cours- ing or other process of bilateral deci- es, as well as any additional support ne- sion-making between the affiliate and the cessitated by the special circumstances of employer.

379 Distance Education

2. The affiliate also should be in- education employees. Whether distance volved in determining who should pro- education is used for proper purposes is vide the distance education. If the dis- a fact-specific inquiry that can only be tance education is to be provided in-house determined on a case-by-case basis, after (i.e., by the employer’s own employees), it considering financial and programmatic should, to the extent possible, be assigned needs, related actions of the employer, and on a voluntary basis pursuant to a selec- other local factors. Accordingly, NEA de- tion process that is jointly developed by fers in this regard to the judgment of the the affiliate and the employer. If an out- affiliate. side entity is used to provide the distance NEA also defers to the affiliate how education, the primary consideration in best to deal with the impact of distance deciding whether to use a public sector or education on education employees, in- a private sector provider should be which cluding the need for and nature of any of the providers is best able to provide ser- transfers, reassignments, layoffs, and sev- vices that meet the criteria for educational erance benefits, and NEA should provide quality. This choice presumably will vary training and other appropriate assistance from case-to-case depending on the na- to affiliates in this regard. NEA believes ture and purpose of the distance education that any education employee who is dis- involved. All other things being equal, placed because of distance education however, there are certain characteristics should be eligible for retraining at the em- of public sector providers—such as the ployer’s expense, and the opportunity for absence of a profit motive and public ac- such retraining should be made available cess to financial and other records—that as soon as the possibility of such displace- would justify a preference in their favor. ment becomes reasonably clear. 3. Distance education should be used 4. It is commonplace for instructors only to improve the learning opportuni- involved in distance education to spend ties for students, improve the quality of a substantial amount of time interacting instruction, and/or improve the effective- with each student individually. With re- ness of education employees. Although gard to this matter, the controlling NEA distance education may inevitably have policy for both traditional and distance an impact on the location and nature of education employees is set forth in NEA educational employment, it should not be Resolution B-8 (Class Size). This Resolu- used—in whole or in part, directly or in- tion provides that “excellence in the class- directly—for the purpose of eliminating room can best be attained by small class traditional education employee positions size… [and that] [c]lass size maximums or reducing the hours or compensation must be based on the type of students, of such employees. Nor should distance subject area content, physical facilities, education be used solely for the purpose and other criteria.” of reducing costs, if such use has an ad- The compensation that is paid to edu- verse effect on the economic security of cation employees who are involved in

380 Distance Education both traditional education and distance the course of their employment are owned education should reflect the principles set by the employee. This exception should forth in NEA Resolutions F-9 (Salaries apply at both the elementary/secondary and Other Compensation) and F-10 (Min- school and higher education levels, and imum Criteria for Additional Compensa- should reflect the unique practices and tion Beyond the Single Salary Schedule). traditions of academia. Because the development of online cours- In the interim—unless and until legis- es is often complex and time-consuming lative action is taken—all issues relating and may require distance education in- to copyright ownership of materials cre- structors to invest extra time, particular ated by education employees should be attention should be given to Resolution resolved through collective bargaining or F-8 (Basic Contract Standards), which other process of bilateral decision-making embodies the basic principle of “extra-pay between the employer and the affiliate. for extra-work.” In the absence of special circumstances—under which it might be appropriate Intellectual Property for the rights of ownership to be divided Questions involving copyright own- between the education employee and the ership of materials created by education employer, or to make some similar ar- employees, and the use of copyrighted rangement—such negotiated agreements materials of others by education employ- should provide that copyright ownership ees in providing educational services to vests in the education employee who cre- their students, arise more frequently and ates the materials and that he or she has are more complex in distance education all of the legal rights that come with such than in traditional education. According- ownership. ly, this Policy Statement deals with these questions for both distance and tradi- B. Access to Copyrighted Materials tional education and supersedes all other The ownership rights of education NEA policies regarding intellectual employees who create copyrightable ma- property. terials should not prevent education employees from making appropriate use of A. Copyright Ownership such materials in providing educational NEA believes that education employ- services to their students. With regard to ees should own the copyright to materi- the right of education employees in tra- als that they create in the course of their ditional education to perform, display, employment. Toward this end, the Copy- reproduce, and distribute copyrighted right Act of 1976 should be amended materials for educational purposes, NEA to expressly recognize an appropriate “teacher’s exception” to the “works made 4 The works made for hire doctrine is discussed in 4 for hire” doctrine, pursuant to which the May 2002 Report of the NEA Special Com- works created by education employees in mittee on Distance Education, at pages 58–60.

381 Distance Education believes that the instructional exemption Act rewrites Section 110(2) of the Copy- for traditional education in Section 110(1) right Act of 1976 for the digital age. NEA and the “fair use” exemption in Section believes that the TEACH Act provides an 107 of the Copyright Act of 1976 provide appropriate balance between the interests an appropriate balance between owner- of education employees who are owners ship and access.5 of copyrighted distance education materi- Because Section 110(2) of the Copy- als and the interests of education employ- right Act of 1976-the instructional exemp- ees who seek access to such materials for tion for distance education-was intended educational purposes, and it supports the to cover only the forms of distance edu- positions taken in the TEACH Act.6 cation existing when the statute was enacted in 1976 and has limited application 5 Section 110(1) and the fair use exemption in to educational services provided via the Section 107 are discussed in the May 2002 Report of the NEA Special Committee on Distance Edu- Internet and other digital technologies, cation, at pages 64-68. education employees do not have adequate access to copyrighted materials un- 6 For a summary of the provisions of the TEACH der existing law in the distance education Act, see May 2002 Report of the NEA Special Committee on Distance Education, Attachment E. context. The Technology, Education, and As of April 2002, the TEACH Act was pending Copyright Harmonization (“TEACH”) before Congress.

382 Kindergarten and Pre-Kindergarten Adopted by the 2003 Representative Assembly, amended 2004

Introduction Availability and Financing The term “early childhood education” is used by educators to refer to education- A. Kindergarten al programs provided for children from 1. Availability birth through age eight. Within this eight- Because of the proliferation of pre- year span, there are four separate devel- kindergarten programs, kindergarten may opmental age groups: infants and toddlers no longer be the primary bridge between (i.e., children from birth to age three); home and formal education. But it still pre-kindergarten children (i.e., children serves an important transitional function: age three and up who have not yet entered in kindergarten children are expected to kindergarten); children in kindergarten; learn the basic academic and social skills and children in the primary grades (i.e., that prepare them for the demands of first grades one through three). Because there and subsequent grades. In order to ensure are significant differences in the patterns that this expectation is met, kindergarten of growth and learning of the children in attendance should be mandatory, and all each of these developmental age groups, states should offer a publicly-funded, free, it is appropriate to deal with each group quality kindergarten program. separately rather than consider early Wide age spans in kindergarten classes childhood education in the aggregate. can make it difficult for teachers to imple- This Policy Statement sets forth NEA’s ment a curriculum that accommodates positions with regard to kindergarten and children’s substantially different levels pre-kindergarten.1 For purposes of dis- and paces of learning. In order to reduce cussion, the positions are grouped into the age span, there should be a uniform two categories—relating to the availabil- entrance age for kindergarten. This means ity and financing of kindergarten and pre- that there should be both a minimum and kindergarten, and the educational quality maximum cut-off date: children should of kindergarten and pre-kindergarten. not be allowed to enter kindergarten before they reach a minimum age, or if they 1 These positions are set forth in summary terms. are above a maximum age. In terms of The underlying analysis, and a more complete ra- the uniform age itself, children should be tionale for the positions taken, are contained in the April 2003 Report of the NEA Special Committee required to have reached age five at the on Early Childhood Education. beginning of kindergarten and should be

383 Kindergarten and Pre-Kindergarten required to enter kindergarten not later should not be obtained at the expense of than their sixth birthday. other educational priorities. The minimum and maximum entrance NEA recognizes and respects the right ages should generally be applied; how- of parents to send their children to private ever, there should be a mechanism that kindergarten—just as it does the right of allows for exceptions on a case-by-case parents to send their children to private basis. This mechanism should not sim- elementary/secondary schools. The issue, ply accommodate any parents who wish however, is whether public funds should to enroll their children in kindergarten be used to pay for private kindergarten. before they are five years of age or delay Based upon the NEA Policy Statement the entrance of their children until after Regarding Privatization and Subcontract- they are six years of age. The mechanism ing Programs, NEA’s answer to this ques- should rather include specific criteria for tion is “no.” determining whether an exception is warranted, and the final determination should B. Pre-Kindergarten be made by the school district after ap- 1. Availability propriate consultation with the parents There is no longer any serious doubt and the kindergarten teacher. Because about the value of pre-kindergarten. Chil- these criteria can best be determined in dren who participate in quality pre-kin- context, NEA defers in this regard to the dergarten programs perform better aca- judgment of its affiliates, with the follow- demically and exhibit better cognitive and ing caveat: because of the problems that it social skills—on both a short-term and generally creates for kindergarten classes, long-term basis—than similar children parents who seek to enroll children who who do not participate in such programs. are not yet five years of age should bear a And, this is true for all children, not just particularly heavy burden of persuasion. those from disadvantaged backgrounds. 2. Financing NEA supports the establishment in ev- The public schools should be the pri- ery state of a non-mandatory “universal” mary provider of kindergarten, and—as a pre-kindergarten for all three- and four- component part of the public school pro- year-old children—i.e., all such children gram—should be financed in the same whose parents want them to enroll should manner as the rest of the public school have access to, but not be required to at- program. But the money should come from tend, a publicly-funded, free, quality pre- “new” funding sources. This does not nec- kindergarten program.2 essarily mean that additional taxes must 2 The reference to three-and four-year-old chil- be imposed, but that the funds necessary dren assumes that when children reach five years to finance mandatory full-day kindergar- of age they will be enrolled in kindergarten. But ten—including the money to recruit and this is the recommended minimum entrance age for kindergarten, and some children may not en- adequately compensate qualified teachers ter kindergarten until after they have reached that and education support professionals— age. Such children should be eligible to attend the pre-kindergarten program.

384 Kindergarten and Pre-Kindergarten

There are specific advantages to pub- education and childcare which also have lic as opposed to private pre-kindergar- important unmet needs. ten, and the public schools should be the primary provider. Because of the realities Educational Quality of the current pre-kindergarten market, Although the positions taken with re- however, NEA does not oppose the inclu- gard to early childhood education should sion in a state’s universal pre-kindergar- reflect the different patterns of growth ten program of private, non-profit, non- and learning for each of the four develop- sectarian providers that meet specified mental age groups included within the criteria. These criteria should be designed definition of early childhood education, to ensure program quality (essentially there is an affinity between kindergarten the same requirements that would apply and pre-kindergarten with regard to the to public school pre-kindergarten) and criteria for a quality education program. preserve the principle of church/state Accordingly, in order to avoid redundan- separation. cy, this Policy Statement discusses kin- 2. Financing dergarten and pre-kindergarten together, The existing pattern of financing for noting as appropriate the relevant pre-kindergarten differs from K-12 edu- differences. cation in that the federal contribution is A. NEA supports full-day—as op- substantially greater and exceeds that of posed to half-day—kindergarten and pre- the states. This difference derives from kindergarten.3 There is ample evidence to the fact that pre-kindergarten—includ- demonstrate that the subsequent academic ing Head Start—has focused on children performance of children who attend full- from disadvantaged families, and the fed- day kindergarten and pre-kindergarten is eral government traditionally has played better than that of similar children who a special role in providing educational attend half-day programs, and that they access and opportunity for such children. also make significantly greater progress Consistent with this tradition, the federal in learning social skills. This is true not government should provide funds suffi- just for children from low-income fami- cient to make pre-kindergarten available lies, but for all children. Nor is it the for all three- and four-year-old children mere increase in hours that leads to these from disadvantaged families. State (including as appropriate local) governments 3 As used in this Policy Statement, the term should be responsible for providing the “full-day” is not intended to refer to a specific additional funds necessary to make pre- number of school day hours, but means rather kindergarten available to all three- and that the starting and ending times for kindergar- four-year-old children. Both the federal ten and pre-kindergarten are keyed to the regular school day. Implicit in our support for full-day and state governments should use “new” kindergarten and pre-kindergarten is support for money to fund pre-kindergarten— “full-year” programs-i.e., programs that operate not money taken from other areas of for the regular school year.

385 Kindergarten and Pre-Kindergarten positive effects, but rather what children optimum size of fifteen students” is in- experience during the day. tended to apply to classes at all educa- B. The curriculum and pedagogy in tional levels, and is not tailored to kinder- kindergarten and pre-kindergarten should garten and pre-kindergarten. As regards foster all areas of a child’s development— kindergarten and pre-kindergarten, it is thinking, problem solving, and the de- relevant to note the research consensus velopment of social and physical skills, that, in order to achieve the greatest aca- as well as basic academic skills. Toward demic gains, children should be taught in this end, the curriculum and pedagogy small classes at the earliest possible point should incorporate components of both in their school careers. the “child-centered” and “didactic” ap- D. Resolution F-25 provides that all proaches. In an effort to avoid “curricu- “classroom teachers should be provided lum shovedown” in kindergarten—i.e., with support staff to assist in the edu- an attempt to push expectations from cational process.” When dealing with the primary grades down into kindergar- kindergarten and pre-kindergarten chil- ten—academic skills should be properly dren—who because of their age require integrated into the overall kindergarten assistance in performing various life curriculum, and taught in a manner that skills, pose unique health and safety con- is developmentally appropriate for the cerns, etc.—the primary need is for addi- children involved. The curriculum and tional adult supervision in the classroom. pedagogy for pre-kindergarten should Accordingly, kindergarten and pre-kin- not be identical to that in kindergarten, dergarten teachers should have the assis- but should reflect the fact that there are tance of a full-time classroom aide. The developmental differences between three- purpose of this classroom aide should be and four-year-old children and five-year- to assist the classroom teacher—and, as old children that may tip the balance in indicated in Resolution F-25, NEA “op- pre-kindergarten even further away from poses the use of education support profes- didactic academic instruction. sionals to increase size.” C. NEA’s basic position with regard to E. Assessment of kindergarten and size is set forth in Resolution B-8. After pre-kindergarten students should be ho- opining “that excellence in the classroom listic, and involve all developmental do- can best be attained by small size,” the mains (i.e., physical, social, emotional, Resolution states that “[c]lass size maxi- and cognitive). Multiple sources of in- mums must be based on the type of stu- formation should be used (for example, dents, subject area content, physical facil- obtaining parent information as well as ities, and other criteria.” Consistent with direct observation of the child), and chil- this statement, NEA does not recommend dren should be given an opportunity to any specific number as the optimum size demonstrate their skills in different ways, for kindergarten and pre-kindergarten. allowing for variability in learning pace The reference in Resolution B-8 to “an and for different cultural backgrounds.

386 Kindergarten and Pre-Kindergarten

For this reason, the use of large scale, adequately addressed. In many states, standardized tests is inappropriate. And, however, public school pre-kindergarten because the development of young chil- teachers are not required to have a state dren is uneven and greatly impacted by license, but can be employed if they have environmental factors, assessment results some type of training in child develop- for some children may not be reliable un- ment and obtain some type of certification til they are in the third grade or beyond. in early childhood education. There should The purpose of any assessment of kin- be appropriate mechanisms to ensure that dergarten and pre-kindergarten students pre-kindergarten teachers who do not hold should be to improve the quality of edu- a state license possess the requisite knowl- cation, by (1) providing information that edge and skills and are working towards will enable kindergarten and pre-kinder- full pre-kindergarten licensure in states garten teachers to work more effectively where such licensure exists. with the children, and first grade or kin- Consistent with Resolution D-14, it is dergarten teachers, as the case may be, to NEA’s belief that “continuous profession- individualize the curriculum to facilitate al development is required for [kindergar- learning, (2) identifying children with ten and pre-kindergarten] teachers and special needs, developmental delays, and administrators to achieve and maintain health problems (i.e., vision and hearing), the highest standards of student learning and (3) developing baseline data against and professional practice.” And, consis- which future data can be compared. tent with Resolution D-15, NEA believes F. Teachers, education support profes- that “professional development should be sionals, and administrators who work in required throughout the career of [kinder- kindergarten and pre-kindergarten should garten and pre-kindergarten] education be qualified to perform their functions ef- support professionals” to enable “these fectively. These employees should be con- employees to gain and improve the knowl- sidered qualified if they hold the license edge and skills important to their position and/or certificate that the state requires and job performance.” This professional for their employment. development should be provided at school Although this same basic rule should district expense. apply with regard to kindergarten and pre- G. Resolution A-4 expresses NEA’s kindergarten teachers, the two situations belief that “parents/guardians who are ac- are somewhat different. Because “a teach- tive participants in the education of their ing license should signify that an individ- children increase the likelihood of the ual entering the teaching profession is achievement of educational excellence.” competent to teach,” Resolution G-3, and Because kindergarten and pre-kinder- because all states require public school garten are critical transition points for kindergarten teachers to be licensed, any children—pre-kindergarten is generally concerns regarding the qualifications of a child’s first organized educational expe- teachers at the kindergarten level are rience, and kindergarten is the bridge to

387 Kindergarten and Pre-Kindergarten the more structured environment of first children and makes no special mention of and subsequent grades—such parental children with disabilities or other excep- involvement is particularly important at tional needs. In Resolution B-1, NEA “ad- these levels. Training programs should vocates the establishment of fully funded be made available to parents/guardians to early childhood special education pro- prepare them to take an active role in the grams,” and states that “these programs education of their kindergarten and pre- and necessary services should be readily kindergarten children, and provide them accessible for children with disabilities with an understanding of the expectations and staffed by certified/licensed teachers, that will be placed on their children, and qualified support staff, and therapists.” the new policies and procedures that their Implicit in this Policy Statement is the children will experience, in kindergarten unqualified endorsement of the foregoing and pre-kindergarten. positions with regard to kindergarten and This Policy Statement refers simply pre-kindergarten. to kindergarten and pre-kindergarten

388 Educational Excellence: Nine Principles

The 1984 NEA Representative Principle Two Assembly adopted An Open Letter to Students must be active America on Schools, Students, and participants in learning. Tomorrow, which called for a total re- Students must become questioners and structuring of American education. explorers, not just passive recipients of The Representative Assembly also information. That active involvement de- called for the development of an action mands learning environments free from plan to implement the Open Letter and disruptive behavior and learning activities directed that the plan be submitted to the designed to encourage student initiative. NEA Board of Directors. In December 1984 the Board ad- Principle Three opted the Action Plan for Educational Full learning opportunity must be Excellence, which spelled out nine prin- available for all students. ciples that should guide the NEA’s con- All students must be provided learn- tinuing efforts to raise the quality of ing opportunities that enable them to fully American education. The nine principles realize their individual potential, regard- are as follows: less of their economic, social, physical, or psychological condition. Principle One Students must master what is Principle Four taught. Learning should occur throughout The objective of education should be a life. demonstrated grasp of fundamentals, the Appropriate opportunities for learning competent use of skills, and command must be available in all school districts for over subject matter, not mere passing all age groups. grades. Mastery of what is taught must be America’s standard of educational Principle Five excellence, and schools need to offer the Authority must be vested in the comprehensive curriculum and provide local faculty. the time and resources that can make this Key decisions about teaching and mastery an achievable goal. learning should be made by those closest to students and the community, not by large bureaucracies whose assembly-line

389 Nine Principles approach diminishes expectations of stu- rigorous personnel evaluation procedures, dents and teachers. and meaningful professional and staff development programs. Principle Six School staff must be professionally Principle Eight compensated. School/community resources must Salaries in education must become be coordinated to benefit students. commensurate with those in comparable Problems that affect students’ ability professions if the nation is to attract and to learn must be resolved by school/ com- retain the best teachers. munity collaboration and coordination. Principle Seven Principle Nine There must be high standards for Financial support to achieve teacher preparation and practice. educational excellence is required. Professional competence must be Excellence in education depends on rooted in intellectually stimulating and the combined resources of federal, state, demanding teacher preparation programs, and local governments.

390