| SEARCH OnWEAC |
|---|
A-1 The Basic Skills
A-2 Education for Employment
A-3 Diversity in Instructional Materials
A-4 Vocational Education
A-5 Student Rights and Responsibilities
A-6 Student Discipline
A-7 Disruptive Students
A-8 Education of Students with Disabilities
A-9 Providing Resources for Disadvantaged and/or Exceptional Youngsters
A-10 Gifted and Talented
A-11 Right to Read
A-12 Pupil and Other Support Services
A-13 Student Competency Testing
A-14 Special Subject Education
A-15 Foreign Languages
A-16 Sex Education
A-17 Drug Education/Prevention Intervention Programs
A-18 Telecommunications Technology
A-19 Environmental Education
A-20 Multilingual/Multicultural Education
A-21 English as the Official Language
A-22 Migrant Education
A-23 American Indian Education
A-24 Driver Education
A-25 Scientific Creationism
A-26 World Peace
B-1 Teacher Education Programs
B-2 Human Relations Education
B-3 Technology in the Educational Process
B-4 Graduate School Admission and Programs
B-5 Licensure/Certification
B-6 Assignment Outside of Licensure/Certification
B-7 License Renewal
B-8 Life Licenses
B-9 Substitute Teachers
B-10 Educational Support Personnel
B-11 Noncertified/Auxiliary Personnel
B-12 Effective School Management
B-13 Accountability
C-1 Negotiations Objectives
C-2 WTCS Staffing
C-3 Educators in Federal and State Agencies
C-4 Strike Breaking
C-5 Site-Based Decision-Making
C-6 Subcontracting
C-7 Professional Involvement
C-8 Teaching Staff Reduction
C-9 Compensation for Student Needs Meetings
C-10 School-Related Duties
C-11 Retirement
C-12 Academic Freedom
C-13 Professional Self-Governance
C-14 Inservice
C-15 Collaborative Consultation
C-16 Differentiated Staffing
C-17 Medication and Medical Services in Schools
C-18 Education Employee Evaluation
C-19 Grievance Procedure
C-20 School Calendar
C-21 Bargaining Unit Membership
C-22 Housing for Educators
C-23 Grade Integrity
C-24 Teacher Load
C-25 Technology's Effect on Teacher Workload
C-26 Class Size
C-27 Overcrowded Classes
C-28 Teacher Preparation Time
C-29 Adequate Physical Facilities
C-30 Safe School Environment
C-31 Safety and Well-Being of School Personnel and Students
C-32 Professional Leave
C-33 Religious Holiday Leave
C-34 Competency Testing of Educators
C-35 Basic Contract Standards
C-36 Salaries and Benefits
D-1 Financial Support for Education
D-2 Public Policy on Welfare Reform, W-2 Law - Educational Component
D-3 Parental Option Plans
D-4 DPI Practices
D-5 Wisconsin Technical College System
D-6 Decentralized District
D-7 Nonpublic School Closings
D-8 Home Schools
D-9 Standardized Testing
D-10 AIDS Guideline
D-11 Infectious Diseases / Hepatitis B
D-12 Cable Television
D-13 Media
D-14 Associate Degree Nursing Program
D-15 Human Relations
D-16 School Desegregation
D-17 Institutional Discrimination
D-18 Equal Rights/Affirmative Action
D-19 Gender Equity
D-20 Sexual Harassment
D-21 Equal Rights Amendment
D-22 Safety/Accessibility for Persons With Disabilities
D-23 Political Rights
D-24 Support for the Family
D-25 Child Abuse
D-26 Student Work
D-27 State Investment Board
E-1 Membership Rights
E-2 Defense of Educators
E-3 Student WEA
E-4 Retired Educators
E-5 Counterpart Coalitions
E-6 Public Sector Cooperation
E-7 Convention Coordination
Voucher Plans and Tuition Tax Credits
The opinions, intents, beliefs and positions of the Wisconsin Education Association Council, hereafter referred to as the WEAC or the Council, are expressed by the resolutions adopted annually by the Representative Assembly.
Resolutions state matters of current importance and serve as policy direction for the officers and staff.
The WEAC believes that free public education must prepare each student to be a responsible citizen to the best of his/her ability, to read literally and inferentially, write accurately and coherently, communicate orally, compute effectively, recognize the importance of natural and physical sciences to a technological society, and appreciate the aesthetic qualities of life. 86 (A-1) [Return to Index]
The WEAC believes that a goal of education is to provide all individuals, preschool through adulthood, opportunities to become effective, productive citizens. To achieve this goal, education for employment must be interwoven into the educational system to aid individuals in career selection. 93 (A-2) [Return to Index]
The WEAC believes that teaching about the significant contributions of all racial, cultural and ethnic groups is a responsibility of schools throughout the nation.
All instructional materials used in the school should reflect the cultural pluralism and multiethnic makeup of our nation and the world.
The Council recommends that teachers accept the responsibility for the selection and use of multi-cultural teaching materials which reflect gender equity and work to create a climate in which all students can explore the cultural and historical pluralism of American society.
Further, the Council believes that curriculum should promote the understanding of diverse sexual orientation and the awareness of sexual stereotyping whenever sexuality, gender roles, and/or tolerance of diversity is taught. 95 (A-3) [Return to Index]
The WEAC believes that preparation of students for vocations and productive, satisfying employment is a basic goal of secondary and post-secondary education. A continuing comprehensive program for training, retraining, advancement, and promotion should be provided for youths and adults.
The Council further supports cooperative work and apprenticeship programs that involve the public schools as equal partners with government and private sector employment and training programs. These programs should supplement, and not supplant, the vocational program provided in the public schools and technical colleges.
Further, the Council reaffirms our belief that the most appropriate educational environment for high school students during regularly scheduled school hours is the public school system and not the workplace. The Council rejects attempts to manage our student populations as easily accessed pools of available labor. 99 (A-4) [Return to Index]
The WEAC supports the constitutional rights of students and believes that these rights carry with them a comparable responsibility. Student responsibilities include regular school attendance and adherence to school rules and regulations that are not in conflict with those constitutional rights. Progressive disciplining procedures enhance optimum learning by promoting responsible behavior while ensuring the rights of all students to due process and an environment conducive to learning. Further, the Council believes that Boards of Education, in conjunction with local affiliates, should develop policies to identify disruptive behavior and prescribe, implement and evaluate disciplinary procedures that will reduce and correct unacceptable behavior. 96 (A-5) [Return to Index]
The WEAC believes that discipline is essential in promoting optimum learning. Boards of Education, in conjunction with local affiliates, should develop policies and disciplinary procedures that will provide necessary administrative support to school employees for the maintenance of a positive and safe school environment. 96 (A-6) [Return to Index]
The WEAC and its affiliates shall initiate action for fair and effective enforcement of new and existing juvenile code laws to remove students who pose a threat to the safety of others, and to provide educational opportunities in a suitable alternative setting until designated agencies have acted on these cases and appropriate remedies have been provided for such students. The Council further believes that all education employees working with a student having a record of violent behavior should be given adequate background information as to the nature of the disruptive behavior. 94 (A-7) [Return to Index]
The WEAC supports free, appropriate public education for all students in the least restrictive environment. Licensed exceptional and regular education personnel must be employed to meet the needs of special students. Academic settings must be designed to meet the needs of the individual student. The appropriate environment must be determined through the Individual Educational Plan (IEP) which requires involvement by parents, student, and staff. A full continuum of services must be available. Placement should be based on the needs of both the student with the disability and those of non-disabled students. Placement of students with disabilities in regular education classrooms must include necessary modifications, i.e. reduced class size based on a weighted formula, adapted equipment and materials, adequate physical space, supportive services and staff with ongoing appropriate training.
Exceptional education personnel must be directly involved in developing, implementing, and evaluating the effectiveness of federal, state, and local programs as they relate to the working conditions of exceptional education personnel, appropriate student placement, and related services.
No reorganization or dissolution of current cooperative arrangements shall occur until commitments are made to maintain or improve the quality of educational programming. WEAC-member employees or their representatives shall be involved in the development of restructuring efforts.
All impacted education employees must have an appeal procedure regarding the implementation of the IEP, especially in terms of student placement. 94 (A-8) [Return to Index]
The WEAC encourages school boards to investigate the feasibility of initiating programs aimed at providing educational and/or recreational activities for disadvantaged and/or exceptional youngsters within the local community. School boards are encouraged to sponsor year-round or summer programs. Funding sources that should be investigated include federal, state, and private agencies. 94 (A-9) [Return to Index]
The WEAC supports gifted and talented programming in all areas and levels with the provision that education employees have an opportunity for input in the development and maintenance of such programs. Placement of gifted and talented students in regular education programs must include necessary modifications, i.e., reduced class size based on a weighted formula, adapted equipment and materials, and adequate supportive services and staff with ongoing appropriate training. 94 (A-10) [Return to Index]
The WEAC believes that every student has the right to read at the level of his/her potential and should receive the proper instruction to attain this goal.
The Council encourages the state Department of Public Instruction, Local Associations and the Wisconsin Technical College System Board to take steps to accomplish the following:
The WEAC supports a comprehensive and collaborative program of Pupil Services at all levels of education, preschool through post-secondary.
Further, the Council shall work to implement manageable student/pupil services ratios for each discipline as established in the 1995 DPI Pupil Services Resource and Planning Guide. Those ratios are: Counseling, 1 per 400 pupils in K-6, 1 per 250-300 pupils in 7-12; Nursing, 1 per 1,200-2,000 pupils; School Psychologist, minimum of 1 per 1,000 pupils; and Social Work, 1 per 1,000 pupils. Adequate facilities, materials and financial support shall be provided to develop and expand these services.
Other Support Services such as occupational therapy, physical therapy, speech, visual and hearing services shall be available to each student who has these special needs. 96 (A-12) [Return to Index]
The WEAC believes that good student assessment programs have dual purposes. The primary purpose should be to implement teaching and learning. The Council also supports appropriate assessment to provide student accountability. The Council believes student assessment must use multiple measures of student achievement for proficiency evaluation and graduation requirements.
The Council believes school districts should provide necessary modifications/accommodations for students with disabilities, including Limited English-Speaking and 504 students, who participate in district and state assessments.
The Council also believes that teachers must have a significant role in developing the assessment programs and the remediation programs for students who do not perform well on these assessments. Further, the Council believes that student assessment results must not be used for evaluation, discharge, suspension or formal disciplining of teachers. 97 (A-13) [Return to Index]
The WEAC believes that education in the arts and physical education is vital to a student's complete education.
The Council believes that all classes in the arts and physical education should be taught by a licensed specialist in an appropriately designed area outside the regular classroom.
The Council supports the concept of the library media center as an integral part of the school's instructional program. All school library media centers should be staffed by licensed media specialists.
Information access skills should be integrated into the school's curriculum through coordinated planning with classroom teachers.
The Council actively supports full funding and availability of special subject programs and staff. 95 (A-14) [Return to Index]
The WEAC believes that the study of at least one foreign language for two years in middle/junior and senior high school should be part of the education of all public school graduates.
The WEAC further believes in the exposure to foreign language at the elementary level. 99 (A-15) [Return to Index]
The WEAC believes that sex education which provides children and youth with factual knowledge appropriate to their age is basic to the development of healthy, well-adjusted mental attitudes. It also believes that the public school must assume an increasingly important role in providing this instruction, beginning in the primary years, and that teachers must be qualified to teach in this area.
The Council believes that all teachers should be inserviced in the subject of sex education. Sex education units should be developed as one aspect of the health education curriculum. It is important that parents receive orientation regarding the content of sex education units. 98 (A-16) [Return to Index]
The WEAC is concerned about the individual and societal problems which underlie psychological and physiological chemical dependency by both children and adults. It recognizes the need for the development of new and improved programs to help children and adults learn more positive ways of coping with problems.
The Council encourages the involvement of teachers and other appropriate staff in the planning, training and implementation of publicly supported educational programs on chemical abuse at the federal, state, and local levels. 96 (A-17) [Return to Index]
The WEAC recognizes the advancement and application of instructional technology and high-technology devices, as well as materials that provide new opportunities for developing skills, furthering research, and expanding knowledge in our society. The Council believes that every classroom should have equal access to the resources necessary to make full use of telecommunication, including the National Information Infrastructure (NII). 97 (A-18) [Return to Index]
The WEAC supports programs aimed at the conservation of our natural resources and the preservation and improvement of the environment. The Council calls for the curricula at all levels to identify ecological problems and possible solutions. Further, the Council encourages its affiliates to support recycling efforts as well as the reduction of the use of non-recyclable products in the schools. 94 (A-19) [Return to Index]
The WEAC supports the implementations of English as a Second Language programs and other multilingual/multicultural instructional programs which will meet the individual educational needs of limited English speaking students in the State of Wisconsin. 90 (A-20) [Return to Index]
The WEAC believes that, although English is the language of political and economic communication in the United States, efforts to legislate English as the official language disregard cultural pluralism; deprive those in need of education, social services, and employment; and must be challenged.
The Council recognizes the importance of an individual's native language and culture and the need to promote and preserve them through instruction, public service announcements, and all other forms of communication. 96 (A-21) [Return to Index]
The WEAC is concerned with the plight of migrant workers, particularly with the education of these migrant children whose needs are not met because of the system's failure to address the needs and provide needed educational opportunities.
The Council advocates the implementation of bilingual/bicultural programs and remedial instructional programs which address the individual instructional needs of migratory children in the State of Wisconsin, regardless of the availability of federal and state funds to support such programs. 96 (A-22) [Return to Index]
The WEAC is concerned about the lack of knowledge regarding Wisconsin American Indian history and treaty rights. The Council believes the tensions which grip our state must be dealt with through education. Thus the Council encourages programs which foster respect for Wisconsin Indian culture and treaty rights. 90 (A-23) [Return to Index]
The WEAC believes that classroom and behind-the-wheel driver education courses taught by a licensed teacher should be part of the basic education of all students. 95 (A-24) [Return to Index]
The WEAC supports and affirms the constitutional principle of the separation of church and state. Whereas, associations of science educators, the Wisconsin Department of Public Instruction, and the Supreme Court of the United States (Lemon v Kurtzman 1971 and Edwards v Aguillard 1987) has found "scientific creationism" to be a religious doctrine, we oppose any requirement to teach "scientific creationism" as a scientific theory or fact in the public schools in Wisconsin. The Council recognizes the right, if not the obligation, of science teachers to teach the scientific theory of evolution in the public schools and will support that right through legal means. 94 (A-25) [Return to Index]
The WEAC believes that, in order to attain goals that focus on the establishment and maintenance of peace and the understanding of the importance of a global community, specific materials need to be developed for use in school classrooms.
The Council encourages its affiliates to work with other organizations to develop age-appropriate materials for all levels. These materials should show the effects of warfare, demonstrate strategies for disarmament, and promote methods to insure a peaceful productive global community.
The Council further believes that the United States and the world need to take a stand for peace. The development of educational programs is a first step in that direction. 93 (A-26) [Return to Index]
The WEAC shall use its resources and facilities to help determine the direction of teacher education programs by seeking Council approved representation on committees and advisory councils dealing with teacher education and certification.
The Council shall:
The WEAC recognizes the importance of human relations training. Therefore the Council:
The WEAC supports the education and continued training of education employees in the use of technology which allows them to be more effective in their job performance.
The Council believes:
A. Local affiliates must be actively involved in planning, selecting, implementing and evaluating the necessary technology.
B. Education employees should have access to necessary technology for classroom management and delivery of instruction. Education employees should be provided with training time and resources needed to implement technology in their job performance.
C. Adequate measures to protect the security of confidential information on the network should be put in place.
D. The impact of telecommunications and distance learning on education employees should be subject to local collective bargaining agreements. 97 (B-3) [Return to Index]
The WEAC encourages Wisconsin colleges and universities offering graduate programs to admit students on a probationary basis to a graduate program for one semester, rather than rejecting their application on the sole basis of their undergraduate record.
The Council supports the development of graduate courses and degree programs which will allow individual students more participation in the planning and establishing of requirements for their graduate program, so that the graduate degree will be meaningful for the individual. 93 (B-4) [Return to Index]
The WEAC is opposed to the provisional licensure/certification of individuals to fill teaching positions due to a lack of available qualified teachers.
The Council is opposed to the hiring of new non-licensed/non-certified or provisionally licensed/certified individuals to fill teaching positions. The Council believes high standards in the profession can only be maintained through recruiting into the profession and retaining the most capable individuals available in our society. Stopgap measures aimed at supplementing teacher supply can only lead to the decline of the American educational system.
The Council believes nontraditional routes to licensure and certification for those possessing a minimum of a baccalaureate degree should be designed to maintain standards which ensure that the individual becomes a licensed/certified teacher.
The Council will support or initiate legislation which will require that licensed/certified teachers provide the educational programming for clients over the age of 21 in the Centers for the Developmentally Disabled. 95 (B-5) [Return to Index]
The WEAC recognizes that it is the responsibility of teachers to hold proper licensure/certification to teach in the state of Wisconsin. However, it is equally important for administrators to know of a teacher's licensure/certification in assigning any teacher. The Council believes that the DPI and the WTCSB should impose penalties on districts in which administrators assign teachers outside their area of licensure/certification or hire teachers who are not properly licensed/certified. 95 (B-6) [Return to Index]
The WEAC recommends that the DPI send to all teachers in the State of Wisconsin notification of the fact that their license to teach is due for renewal. Included with the renewal notice should be all forms necessary to be completed along with an explanation of the requirements to maintain licensure including fulfillment of continuing education requirements. 85 (B-7) [Return to Index]
The WEAC takes the position that individuals holding a life/unlimited or permanent license to teach have satisfied the requirements and standards for issuance of such a license. These licenses must remain in full force and effect until such time as they are revoked or are suspended under the DPI administrative rules in force at the time the license was issued.
Any new license issued to an individual following revocation or suspension of such a license would be subject to the licensing requirements in effect at the time of application. 83 (B-8) [Return to Index]
The WEAC is opposed to the use of non-licensed/non-certified or provisionally licensed/certified individuals as substitute teachers. 95 (B-9) [Return to Index]
The WEAC recognizes that Educational Support Personnel members perform a variety of important responsibilities within the school setting. The Council encourages school districts to support and compensate ESP members for pursuing professional growth opportunities such as the WEA Professional Development Academy's ESP Certificate. 98 [Return to Index]
The WEAC recognizes the value and encourages the increased use of noncertified/auxiliary personnel in the educational process. As this process becomes more complex, these people will serve to relieve teachers of various non-teaching tasks so that teachers may devote all of their professional skills to curriculum planning, classroom instruction and student assessment.
The Council opposes the unprofessional measure of using and/or hiring student teachers, interns, paraprofessionals, aides and student observers (or any uncertified person) as substitutes or as regular full and/or part-time teachers within any public school system in Wisconsin.
The Council encourages the Department of Public Instruction, the Wisconsin Technical College System Board, the Legislature, the school boards of Wisconsin and local associations to take adequate measures to ensure that this practice is not employed by administrators. 93 (B-10) [Return to Index]
The WEAC believes that competent school management is essential to effective schools. Effective management exhibits advocacy leadership for public education, promotes instructional improvement, demonstrates fair treatment of personnel, provides opportunities for employee growth, and encourages professional interaction among educational employees.
The Council believes that all school management personnel must have periodic teaching experience and hold valid administrative licensure. The Council further supports the development and implementation of regulations requiring the licensure of school business managers based on educational knowledge.
The Council further believes that whenever a new administrator is to be hired in a school district, an ad-hoc committee of education employees who will be under the supervision of that administrator be established for the purpose of reviewing and interviewing candidates and making recommendations to the central administration. 95 (B-11) [Return to Index]
The WEAC recognizes that the term "accountability," as applied to public education, is subject to varied interpretations. The Council believes that school employees can only be accountable to the degree that they share responsibility in educational decision-making with legislators, other governmental officials, school boards, administrators, parents and taxpayers. 90 (B-12) [Return to Index]
The WEAC supports a collective bargaining statute that includes mediation/arbitration for all educational employees. Legislative concerns are outlined in the annually adopted Legislative Program.
The Council believes that every local Association should negotiate a master contract that works toward the Negotiations Goals as established by the Negotiations Guidelines for Local Affiliated Associations. 99 (C-1) [Return to Index]
The WEAC supports the use of bargaining unit personnel in the Wisconsin Technical College System. The Council encourages the expansion of WTCS bargaining units to include all nonmanagement professional employees regardless of when they perform their work or the percentage of load carried. The Council further encourages the consolidation of part-time positions into full-time positions. The Council opposes the using or hiring of uncertified persons as regular full-/part-time instructors within the WTCS. 95 (C-2) [Return to Index]
The WEAC believes that educators who are employed by the State of Wisconsin should have the same negotiating rights as members employed by municipalities and school districts .
Further, the Council believes that in any classification series in the State of Wisconsin civil service system that hires new employees above the minimum (HAM), all members in that classification will be upgraded to achieve parity.
The Council will provide legislative and professional support to those employed in federal, state and local correctional and rehabilitation institutions, in hospitals and in other custodial agencies.
The Council further believes teachers and librarians employed in state correctional institutions should have the same protective status for retirement purposes as correctional officers and municipal police and firefighters. 99 (C-3) [Return to Index]
The WEAC believes that when a picket line is established by an authorized bargaining unit, crossing it is strike breaking and unprofessional, and jeopardizes the welfare of members and the educational process. The Council also denounces the practice of keeping school open during a strike. 94 (C-4) [Return to Index]
The WEAC supports site-based decision-making processes that are based on contractual and/or formal agreements between districts and local associations. The Council believes that the scope of local site-based decision-making should be limited only by the contractual and/or formal agreement. The Council further believes that such agreements must include the following elements:
The WEAC believes that public employees should not be displaced by private sector providers. The Council believes that school districts should not enter into subcontracting agreements that transfer education employees or that abrogate previously contracted benefits, reduce compensation, deny fringe benefits, and/or reduce or eliminate accumulated retirement experience and benefits. Further, the Council believes securing and retaining skilled, knowledgeable and experienced education employees with proper licenses for positions requiring licensure is paramount to quality educational programs in Wisconsin. 95 (C-6) [Return to Index]
The WEAC believes that education employees are most effective when they are given opportunities to participate in all areas of decisionmaking. These areas must include:
Professional involvement by education employees must be allowed in a manner that does not overburden an employee's workload or create excessive demands on an employee's time. Educational employees must be assured that their professional involvement will in no manner jeopardize their employment status. 95 (C-7) [Return to Index]
The WEAC encourages its affiliates to negotiate master contracts providing a definite procedure to be utilized should a reduction in force occur.
Criteria for a reduction in force (RIF) which affiliates may wish to negotiate should include, but not be limited to, seniority; maintenance of a given ratio of minority teachers to white teachers; objectivity; nondiscrimination; uniformity of application and affirmative action.
The Council believes, should RIF become necessary, the number of administrators shall be reduced at least in proportion to the number of teachers being reduced.
Contracts should also establish recall procedures that provide priority job opportunities to teachers unemployed because of reductions in force. Neighboring districts are encouraged to establish procedures on a regional basis that would provide priority hiring of laid-off teachers. 93 (C-8) [Return to Index]
The WEAC believes that all educational employees required to be in attendance IEP, Section 504, and at-risk student meetings and/or student staffing that occur during their preparation time or before or after school hours be compensated at the district's negotiated hourly rate. 99 (C-9) [Return to Index]
The WEAC commends those boards of education who provide adequate financial and time consideration to those individuals who assume the supervision and control of extra school-related duties and activities. Teachers should not be required to accept these assignments. 93 (C-10) [Return to Index]
The WEAC shall provide leadership in promoting educational employees' interests in retirement issues. Every effort should be made to maintain or improve existing retirement benefits.
The Council further believes that funds should be invested prudently to obtain the best possible return. Benefits paid to retirees should maintain at least an annual cost-of-living adjustment. Fully paid comprehensive health insurance should be made available to retirees, their spouses, domestic partners, and/or dependents.
The Council supports efforts that allow education employees to transfer experience from other states into the Wisconsin Retirement System. 94 (C-11) [Return to Index]
The WEAC believes academic freedom is the right of the learner and his/her teachers to explore, present, and discuss divergent points of view in the quest for knowledge and truth.
Controversial issues should be a part of instructional programs when judgment of the professional staff deems the issues appropriate to the curriculum and to the maturity level of the student.
In order to achieve this, procedures must be established which guarantee that the professional staff has the right to select materials, methods, and strategies that it believes to be most appropriate without censorship or legislative interference. Challenges on the choice of instructional materials must be orderly and objective, under procedures mutually adopted by professional associations and school boards.
The Council further believes professional freedom includes the teacher's rights to evaluate, to criticize, and to advocate his/her personal point of view concerning the policies and programs of the schools. This includes having the right and assuming the responsibility to report to appropriate agencies those local school district practices and policies which have a deleterious effect on the educational system or are in violation of state and federal laws and regulations.
The teacher also has the right to assist colleagues when their academic or professional freedom is violated.
Further, the Council opposes legislatively or judicially mandated classroom curricula, textbook selection, or library/media resources. 95 (C-12) [Return to Index]
The WEAC believes in the concept of self-governance of the education profession. The first step toward professional autonomy and self-governance is the control of educator preparation and licensing. The Council should be involved in determining and reviewing standards for licensure of educators in our public schools. 95 (C-13) [Return to Index]
The WEAC recommends the implementation of a locally controlled and developed inservice and staff development program. The program should be a cooperative venture between the local school board, administrators and local education associations and should address the needs of the individual school district.
The Council recommends that this program include a cooperatively developed district plan, an organizational structure to implement the plan, budgetary process, needs assessment, and strategy development to meet the identified needs. 93 (C-14) [Return to Index]
The WEAC believes that quality education requires team planning/collaboration among staff who share responsibility for common students. These students may be regular or exceptional education students. This collaboration time must be in addition to the regular uninterrupted daily planning time guaranteed to all educators. 90 (C-15) [Return to Index]
Because all members of the instruction team function as interrelated influences on students' education, the WEAC believes that differentiated staffing is detrimental to the school environment, and strongly opposes adoption of unilaterally imposed staffing plans and will assist any local affiliate in its opposition to the same. 93 (C-16) [Return to Index]
The WEAC believes that procedures should be established for students who must use prescribed medication or who need other medical services during school hours. Procedures should provide that:
The Council also believes that school personnel should be protected from all liability when the adopted procedure is followed. In addition, school personnel have the right to refuse without fear of disciplinary repercussions to administer medication and/or medical services for which school personnel feel unqualified or when proper equipment has not been provided. Medical personnel must be provided additional training by the district prior to performing the medical services in question. 99 (C-17) [Return to Index]
The WEAC believes that it is a major responsibility of all education employees to participate in the evaluation of the quality of their services. The Council encourages local associations to work cooperatively with boards of education and administration to develop procedures and means of evaluation which establish clearly specified performance and behavioral standards that are directly related to each individual job description.
The Council believes that evaluations should be based on regular observation of job performance with advance notice and discussion of evaluation visits completed in a timely manner. Evaluations should be conducted only by supervisory personnel who are familiar with the employee's work performance. A written evaluation report should be provided with an opportunity for written response by the employee prior to the placement of the evaluation in the personnel file.
By participating in an evaluation process, an education employee shall not waive his or her right to due process in a subsequent contractual or legal proceeding. 95 (C-18) [Return to Index]
The WEAC believes that grievance procedures must be provided in the master contract with definite, timely steps to appeal the application or interpretation of employer policies, agreements, and practices. Binding arbitration should be the final step of the grievance procedure. 95 (C-19) [Return to Index]
The WEAC believes that school calendars should not be legislatively fixed and should be based on local negotiations. The Council further believes that any increase in the length of the mandated school year be accompanied by proportional increases in salaries and fringe benefits. 95 (C-20) [Return to Index]
The WEAC opposes attempts to weaken local bargaining units by assigning members of the unit tasks which will exclude them from the unit. It encourages local affiliates where such attempts are made to insist that these positions not include any teaching responsibilities. 79 (C-21) [Return to Index]
The WEAC believes that all education employees must be free to reside in the communities of their choice. Local affiliates should actively resist any attempt to limit this freedom. The Council believes that open occupancy in housing must be enforced. 94 (C-22) [Return to Index]
The WEAC believes that teachers are the best judges of student educational performance and therefore have a responsibility to establish student evaluation criteria and grading practices as befits their instructional objectives. The Council condemns pressure brought to bear by administrators, school boards and parents in attempts to influence teachers to alter student grades on individual assignments or records. 93 (C-23) [Return to Index]
The WEAC believes that the classroom teacher's maximum load should be geared to the improvement of individualized instruction. Students' needs as well as other complex educational problems vary from one school system to another, making it impossible to adopt a uniform standard for maximum load.
The Council also believes that the maximum load for a teacher of students with exceptional education needs must reflect the basic premise embodied in the Federal Individuals With Disabilities Education Act (IDEA) and Wisconsin Statutes, Chapter 115, providing quality individualized instruction. Students' needs vary greatly, requiring at the least consultation and at the most one-to-one instruction and supervision throughout the student's school day.
The Council shall work with the Department of Public Instruction and the Wisconsin Technical College System Board to secure a provision that will indicate a true "classroom teacher-student teacher ratio," regular classroom as well as special education classroom and itinerant teacher student load. This ratio shall include those teachers who are in charge of a regular group of students in a classroom situation as well as itinerant student load each period on a day-to-day basis. 98 (C-24) [Return to Index]
The WEAC supports efforts to use technology to improve the quality of instruction in local schools, to enhance the working conditions of members, and to protect members' rights.
The Council believes that instructional technology should be used to support but not supplant the classroom teacher. The Council encourages its local affiliates to negotiate provisions in their collective bargaining agreements to deal with technological factors in educational delivery systems.
Education employees must be involved in all aspects of technology utilization. Individuals who teach classes over interactive telecommunications networks should be given sufficient time to prepare for their classes.
The Council believes that instructional technology should be used to support instruction, but no reduction of positions, hours, or compensation should occur as a direct or indirect result of any technological programs. 95 (C-25) [Return to Index]
The WEAC believes that excellence in the classroom can best be attained by small class size.
The Council also believes in an optimum class size of 15 students in regular programs and a proportionately lower number in programs for students with exceptional needs. Class size maximums must be based on the type of students, subject area content, physical facilities, and other criteria. Weighted class size formulas should be implemented to reflect the inclusion of exceptional students.
Additional provisions should be made for a "student-staff ratio" being introduced as a clarifier enumerated in such a way as to include the following: 1) teachers; 2) administrators; 3) guidance counselors; 4) librarians; 5) specialists; 6) aides; and 7) other auxiliary personnel. 98 [Return to Index]
The WEAC encourages boards of education to employ sufficient numbers of licensed teachers to relieve overcrowded classrooms and to provide sufficient special teachers in the areas of art, library media center (LMC), music, physical education and the teaching of children with exceptional needs.
The Council deplores efforts by school boards to use the employment of paraprofessionals and auxiliary personnel as an excuse for increasing class size or to replace certified teachers.
The Council also strongly encourages the Department of Public Instruction to withhold funds from districts which resort to the above practices. 94 (C-26) [Return to Index]
The WEAC believes that integral to education is adequate uninterrupted preparation time for all teachers on a regular daily basis. Furthermore, the Council believes regular classroom teachers should not be required to teach classes in art, music, physical education, and the use of library media center (LMC) so that they receive adequate planning time during each school day. Preparation time must also be provided during the school day for the special subject teacher. However, when whole classes come to the library media center to utilize its resources, they should be accompanied by the classroom teacher. The teacher will serve to interpret the assignment for students and aid the librarian in individual instruction. 96 (C-27) [Return to Index]
The WEAC believes that an education employee must have an adequate and secure work space. These areas are to be included within the classroom setting where appropriate. If such work space is not available or appropriate in the classroom, then it should be provided in a space contiguous to necessary resource materials. 98 (C-28) [Return to Index]
The WEAC believes that all educational facilities must be safe from all environmental and chemical hazards. The Council supports the establishment and vigorous enforcement of standards to ensure health and safety.
The Council believes that school personnel, students and their families must be notified of potential hazards and the action plan for corrections. The Council also believes that the affected school districts have the responsibility to notify the public of these hazards.
The Council further believes that when facilities are altered or repaired, they do not create additional health hazards. School personnel required to handle hazardous materials must be given ongoing training in appropriate safety procedures. 91 (C-29) [Return to Index]
The WEAC and its affiliates shall work together to insist upon development and enforcement of laws to guarantee the safety of all school personnel and students.
The Council believes that when school personnel are victims of physical attack, verbal abuse, or sexual or other harassment they should receive the full support of their employer in pursuing legal action and reimbursement for damages to their person or property.
The Council further believes that educational employees should have the right to bring suit against the legal party who brought forth false allegations or caused harm to them, in order to cover damages, emotional duress, pain and suffering, and time lost.
The Council also believes that all school personnel must take the responsibility to call attention to student use of physical attack or intimidation, verbal abuse, or sexual or other harassment to another student so that appropriate action may be taken. The Council encourages its affiliates to develop curriculum within the schools leading students to the awareness and prevention of such abuses or harassments by any individuals. Further, the Council encourages its affiliates to cooperate with juvenile court systems to secure strict enforcement of juvenile law in cases involving such disturbances in the public schools. 98 (C-30) [Return to Index]
The WEAC believes education employees should be provided with opportunities to study, update technical skills, travel, share experiences and ideas, participate in professional activities, and continue their education. Boards of education, state agencies, and legislative initiatives should encourage such activities by granting paid sabbatical and other types of leave, including business and industry internships. Education employees granted such leaves should be protected with respect to re-employment, seniority, maintenance of contract, insurance benefits, and allowance to match both the employer and employee contributions to the Wisconsin Retirement Fund in order to receive full credit for the term of the leave. 94 (C-31) [Return to Index]
The WEAC supports the right of all education employees to observe religious holidays without discrimination and/or loss of income or personal contractual leave other than that designated for religious holidays. The Council encourages its local affiliates to negotiate leave for religious holidays. 95 (C-32) [Return to Index]
The WEAC believes that there is no one standard that can be used in hiring practices; therefore, competency testing must not be used as a condition of employment, license retention, or promotion. 93 (C-33) [Return to Index]
The WEAC believes that collective bargaining agreements between education employees and their employers should contain certain standard contractual concepts. Therefore, the Council encourages its locals to negotiate agreements that include:
A. A grievance procedure that terminates with final and binding arbitration.
B. Just cause for any disciplinary action with guaranteed due process through final and binding arbitration and continuation of all employee rights, including full compensation and job security.
C. A seniority list that is updated, published, and distributed annually.
D. Layoff and recall based only on seniority as bargaining unit members, licensure/certification, and to the extent legally permissible, racial balance.
E. Employer-paid fringe benefits, including but not limited to comprehensive health, life, dental, vision, and income protection insurance and employee assistance programs, that fully cover bargaining unit members, domestic partners and their families.
F. Membership in the association or the payment of a fair-share fee as a condition of employment.
G. Required posting of all vacant or newly created positions along with the right of bargaining unit members to apply for these positions.
H. Unassigned preparation, planning, and travel time as applicable for all members of the bargaining unit.
I. Specified class size, teaching load, and job description.
J. A duty-free lunch period of not less than 30 minutes for all members of the bargaining unit.
K. Nondiscriminatory, fair, and equitable treatment of bargaining unit members.
L. Contractually defined procedures for evaluation and promotion.
M. Released time for association business with full pay and fringe benefits.
N. Parental/child rearing leave for employees to provide care for natural or adopted children.
O. Contractually defined procedures for ensuring education employee decision-making in curriculum design and related instructional management and reporting systems.
P. Salary schedules based upon preparation, professional growth, and length of service and excluding any form of merit pay except in institutions of higher education where it has been bargained.
Q. Extracurricular and extra-duty assignments filled on a voluntary basis and compensated at no less than the employee's regular rate of pay.
R. Retirement benefits based on all income derived from school employment, including extracurricular and extra-duty pay.
S. Clearly defined bargaining unit membership.
T. Placement on the salary schedule based on qualifications and number of years of experience in the profession.
U. A guaranteed safe and healthy working environment.
V. The school calendar.
W. Protection from unilateral changes in terms or conditions of employment.
X. Provisions to define class loads, student contact hours, and contract hours for instructors who are involved in distance learning, and to guarantee that technology and distance learning are not used to supplant employees. 97 (34) [Return to Index]
The WEAC believes that salary and benefit structures for education employees are matters for collective bargaining.
The Council believes that salary schedules should:
A. Be based on preparation, academic degrees, experience, professional growth, responsibilities, and full length of service.
B. Assure that initial placement and advancement on the salary schedule are nondiscriminatory.
C. Be independent of national certification unless the impact of any national certificate is determined through the collective bargaining process.
D. Provide and maintain structural integrity through the use of an index or percentage guide for experience increments and levels of academic preparation.
E. Assure that salaries paid for summer employment, continuing education programs, extended contracts, conducting employee training or workshops, and extra duty is not less than the rate for regular pay.
F. Assure that salaries paid in non-traditional adult and alternative programs be the same as salaries paid in traditional programs and that any personnel serving lower socioeconomic groups not be paid less than equivalent educational professionals providing similar service to higher socioeconomic groups.
G. Provide for entry-level salaries and career earnings comparable to those of other professions and occupations with similar preparation and responsibilities and be structured to provide compensation levels that encourage classroom teachers to remain in the classroom and support personnel in the educational setting.
H. Define "salary increase" to mean the exact monetary differential between the existing salary schedule and the proposed salary schedule - exclusive of incremental adjustments - and all basic benefits.
The Council further believes that local affiliates can best promote the economic welfare of all education employees, regardless of source of funding. Extra duties performed by education employees shall be on a voluntary basis and shall be accompanied by equitable extra duty pay.
The Council believes that performance pay schedules, such as merit pay, are inappropriate.
The Council shall seek the repeal of laws limiting salaries and benefits for education employee(s).
The Council believes that there should be no limit to the number of years of experience an education employee can transfer.
The Council further believes that education employees should be provided with benefits including, but not limited to:
A. Comprehensive insurance program
B. Paid leaves
C. Additional remuneration
D. Personal assistance
The Council believes that education employees should have equal access to all benefits, including comprehensive health, dental, and vision insurance and employee assistance programs for their spouses, domestic partners, and/or dependents.
The Council also believes that comprehensive health insurance, life insurance, and long-term disability insurance should be provided for education employees on official leave of absence or parental leave.
The Council further believes that provisions should be made for retirees, their spouses, domestic partners, and/or dependents at their option to continue in the comprehensive health, dental, and vision care program of the school district, educational system, or institution.
The Council believes that, if school districts consolidate or separate, education employees should not lose their tenure or have their salary, benefits, or seniority reduced. 97 (35) [Return to Index]
The WEAC believes that in order to assure equal and quality educational opportunities for all students, the funding of public education in Wisconsin must rely on sources other than local property taxes for the majority of revenues collected. Revenues may include federal, state, local, and private sources.
All federally supported educational programs, including those now assigned to other federal agencies (except those designed to train armed forces personnel), should be administered by the U.S. Department of Education.
The Council asserts that federal funding formulas should reflect the most current, accurate accounting of public school population, measurements of poverty, and a state's ability to raise adequate funds.
Federal legislation must be consistent with the traditional and constitutional principle of separation of church and state and must provide for judicial review.
Further, the Council believes that all federal monies to local school districts must be channeled through state and local education agencies.
The Council further believes that categorical aids are necessary for federal/state mandated programs. Such programs must be funded at levels adequate for local implementation.
The Council opposes the use of standardized test scores as the basis for allocation of educational funds. The Council believes that in order to make property taxes more equitable for funding education that the constitution of the State of Wisconsin be amended to remove the uniformity clause to allow homestead property tax relief.
In addition, the Council believes restrictive limits must not be imposed on school budgets and long-term borrowing. 95 (D-1) [Return to Index]
The WEAC believes that Welfare Reform (W-2) must contain a formal educational component.
The Council believes education for employment is a primary goal of Wisconsin's educational systems. Many people receiving welfare benefits need education and training to provide them with the necessary skills to become self-sufficient.
The Council further believes students enrolled in any course within Wisconsin's education institutions should receive credit toward meeting the work requirement of the W-2 law. Class hours and study time should be credited toward the work requirement. 97 (D-2) [Return to Index]
The WEAC supports innovation and alternative programs in public education. The Council believes that parents who choose nonpublic education for their children do so at their own expense. The Council further believes that parental option plans in the public schools: (a) shall provide fair and equitable access to a quality education for every student regardless of age, race, economic status, or disability; (b) shall not violate contractual agreements or legal rights of education employees; (c) shall not lead to racial or economic segregation; (d) shall not encourage athletic or scholastic elitism; (e) must be adequately funded and must not divert current funds from regular public school programs; (f) must be staffed by licensed professionals; (g) must meet the same standards for assessment and evaluation as regular public school programs. 99 (D-3) [Return to Index]
The WEAC believes that the DPI should be highly supportive of improving the educational environment. The Council believes that the DPI should be a consistent advocate for educational employees and children.
The Council further believes the intent of legislative standards for education should be applied to schools directly managed by the State of Wisconsin.
The Council supports the restoration of positions at the Department of Public Instruction deleted in 1995 Act 27. The Council opposes any further reductions in positions. 98 (D-4) [Return to Index]
The WEAC opposes the inclusion of the Wisconsin Technical College System into any merged structure of the University of Wisconsin and opposes the creation of any statewide system for the WTCS that would remove immediate control from local district boards. 97 (D-5) [Return to Index]
The WEAC shall work to guarantee that any experiment with, or implementation of, decentralized school districts incorporates a high degree of teacher and education support staff involvement, and that the master contract must be binding on any or all decentralized boards. 93 (D-6) [Return to Index]
The WEAC encourages all public boards of education to establish with nonpublic school counterparts within their districts a contingency plan which would provide for the orderly absorption of nonpublic school pupils into the public school system in the event the nonpublic school system should abandon grades or close the school entirely. 94 (D-7) [Return to Index]
The WEAC believes that home schools need to be regulated by the Department of Public Instruction to meet the same standards that regulate public schools.
The Council further believes that when these students enter/re-enter public schools, they must meet the same requirements as other students. Public high schools should not allow graduation without compliance with local graduation standards.
Further, the Council believes that local public school systems should have the opportunity to determine grade placement and/or credits earned toward graduation for students entering or re-entering the public school setting. 95 (D-8) [Return to Index]
The WEAC recognizes that standardized testing of students is often used to screen students for additional diagnostic evaluation and to yield general group data which are valid only to the degree to which the group resembles the test instrument's original norm group.
The Council opposes the use of standardized test scores as the basis for allocation of educational funds, teacher evaluation, and access to equal educational opportunities. The Council does not oppose the allocation of educational funds for remediation.
The Council encourages monitoring of standardized tests to assure that they shall be bias free. 98 (D-9) [Return to Index]
The WEAC encourages schools to implement comprehensive educational programs concerning AIDS and the HIV virus. These programs should encompass prevention options. The Council further believes that students and educational employees should not be denied access to public education nor be penalized with loss of employment opportunities because the individual suffers from AIDS or has the HIV virus. Furthermore, the Council opposes mandatory/involuntary AIDS testing of students and school employees. 93 (D-10) [Return to Index]
The WEAC believe any employee who suspects that he/she is in danger of contracting hepatitis B in connection with his/her work duties shall be inoculated against such disease at the employer's expense. Any employee who contracts an infectious disease such as hepatitis B while performing work-related functions and who loses work time as a result shall not be charged with sick leave for any work time lost. 97 (D-11) [Return to Index]
The WEAC supports the use of high quality, commercial-free, educational television programs, recognizing them as tools which can be used to enhance learning.
The Council seeks reserved channel capacity of cable television (CATV) systems in each community for educational purposes. The Council also encourages that municipalities set aside a percentage of the Cable TV operators' franchise fee for school and public access programming and to provide teachers with the training necessary to best use cable TV in the classroom.
The Council encourages local affiliates to develop educational/public information programs and to increase their use of educational access channels to promote better public understanding of education within their communities.
The Council further encourages greater involvement of students in the development of cable television productions.
While the Council recognizes the benefits of cable television, the Council also discourages the use of cable television as a rationale for the replacement of the classroom teacher. 92 (D-12) [Return to Index]
The WEAC recognizes the fact that the media have an effect on the education of the public. Therefore, the Council believes that the media have an obligation to provide full, constructive, balanced and accurate presentations. Visual media, including the council's should include closed captioning for the hearing impaired and read-along captions on children's commercial and educational programs. 97 (D-13) [Return to Index]
The WEAC strongly supports the continuation of the Wisconsin Technical College System's associate degree in nursing as a means of preparing registered nurses to provide nursing care. The Council opposes any reduction in title and/or responsibility of the associate degree registered nurse. 87 (D-14) [Return to Index]
The WEAC believes that improved human relations is essential to the school environment. To improve human relations in schools, the Council calls for:
The Council encourages the Governor to proclaim January as "Human Relations Month" and encourages its affiliates and all school systems to plan appropriate activities. 95 (D-15) [Return to Index]
The WEAC recognizes that educators have a professional responsibility to seek racial and socio-economic integrated educational systems, where the individual rights of all are respected and where the cultural values and contributions of all segments of the community are acknowledged and appreciated. The Council further recognizes that discrimination and segregation are illegal and that educators have an obligation, both as citizens and as public employees, to uphold the law.
Since the ultimate goal of racial and socio-economic desegregation efforts is to provide the best educational experiences for all children in the community, the Council endorses the following desegregational criteria:
Any plans for restructuring school systems must overcome the effects of past discrimination and prevent the emergence of new patterns of racial and ethnic isolation.
The burden of eliminating discrimination must not fall on the victims of discrimination.
While each school district should carry on recruitment programs to employ staff representing a wide range of racial, cultural, and ethnic identities, no one presently employed shall be dismissed or laid off in order to implement the program. School systems should take advantage of an increase in staff-student ratios to create smaller classes, increase instructional services, and provide supplementary services to students.
Educators representing a wide range of racial, cultural, and ethnic identities should be employed, with appropriate status and responsibility, at all levels of authority both in individual schools and in school district offices.
Contract requirements in effect must be observed, and any modifications of existing practices or other actions affecting school personnel such as protection of teachers' rights, including maintenance of existing standards, such as teachers' retirement, tenure, transfer policy and layoffs must be negotiated. Involvement of all those affected is vital. Teachers, students, parents, and community representatives should have continuing information, involvement and input during planning, implementation and evaluation. In-service education relating to their desegregation programs should be mandatory for all education employees. 95 (D-16) [Return to Index]
The WEAC denounces organizations which deny membership to segments of our society on the basis of race, sex, age, or ethnic background.
The Council shall not participate in and discourages the participation of affiliates and members in organizations using such exclusionary clauses. The Council discourages members from joining, providing programs to, or using facilities of such organizations.
Furthermore, the Council encourages members presently holding membership in such organizations to uphold this stand by actively working toward the elimination of racially biased and discriminatory clauses or by terminating their involvement in such organizations. 94 (D-17) [Return to Index]
The WEAC believes that personnel policies and practices must not discriminate against individuals because of race, color, national origin, religious beliefs, residence, disability, political activities, professional association activity, age, marital status, family relationship, sex, or sexual orientation.
The Council supports the development and implementation of affirmative action plans and procedures that will encourage employment and advancement opportunities at all levels within school districts and the United Education Profession.
It may be necessary, therefore, to give preference in recruitment, hiring, retention, and promotion policies to certain ethnic-minority groups or women or men to overcome past discrimination. 88 (D-18) [Return to Index]
The WEAC shall assume leadership in promoting gender equity for all educational programs. To achieve this end, the Council believes:
The WEAC believes that schools at all levels should include curricula and staff development programs intended to eliminate the incidents of sexual harassment between and among students and staff. Sexual harassment may involve assertions of power or influence based on sexual preferences, behaviors, or appearances. The Council further encourages its affiliates to help develop local school policies and procedures for reporting and responding to sexual harassment complaints. These policies should be fair to both the person who files the charges and the person accused of harassment. 95 (D-20) [Return to Index]
The WEAC endorses passage of an Equal Rights Amendment to the U.S. Constitution. 96 (D-21) [Return to Index]
The WEAC believes that school districts should make all of their respective buildings accessible to the handicapped. This should include, but not be limited to, designated handicapped parking at each facility and adequate classroom space to allow mobility as well as to guarantee the health and safety of all students. In addition, planning needs to include appropriate written procedures for emergency evacuation of all staff and students. 90 (D-22) [Return to Index]
The WEAC believes that every school employee has the right and obligation to be a politically active and informed citizen. The Council recommends that written personnel policies guarantee all school employees full equality with other citizens in the exercise of those rights and responsibilities.
The Council believes that school employees and other citizens should promote better education by endorsing candidates for political office and/or participating in political campaigns. School employees should refrain from exploiting the institutional privileges of their professional position to promote candidates or parties.
A school employee should be granted a leave of absence from his/her contract when elected to a full-time public office. 93 (D-23) [Return to Index]
The WEAC believes the integrity of the family unit is paramount and efforts dealing with the family should be based on that principle. The understanding of children's and parent's rights and responsibilities is necessary to provide for a harmonious family environment. The Council believes that the collaborative efforts of the home, school and community are essential for the well-being of children. 94 (D-24) [Return to Index]
The WEAC believes that all children must be protected from all forms of child abuse. Education employees are in a unique position to observe, document and report to proper authorities where there is evidence that abuse has been inflicted. Education employees should:
The Council also deplores all media exploitation, commercialization, glamorizations of physical, emotional or sexual abuse of children. 94 (D-25) [Return to Index]
The WEAC believes that excessive or unusual working hours are detrimental to a student's intellectual performance and academic success.
Child labor laws need to be monitored, enforced, and strengthened by school boards, school staff, parent groups, business leaders and other community groups. 97 (D-26) [Return to Index]
The Council supports the position that the State of Wisconsin Investment Board has the sole responsibility to determine the investments of retirement funds. The Council opposes any and all attempts of the state legislature to mandate investment criteria upon the State of Wisconsin Investment Board. 95 (D-27) [Return to Index]
The WEAC shall promote the organizing of teachers and educational support personnel, pre-school through post-secondary level. The Council believes these individuals have the right to participate fully in the professional association. Members representing a wide range of different cultural, ethnic, and racial identities should have positions on committees, opportunities to attain leadership, and the right to represent their local and state associations. Policies should be established to ensure these rights. 95 (E-1) [Return to Index]
The WEAC will support any member whose professional or political status or rights have been menaced or unfairly restricted. Where legal and other restrictions prevent educators from exercising these rights, the Council will support local affiliate efforts to remove such restrictions.
The Council pledges to continue its support to educators in retaining their positions when threatened with transfers, demotions, dismissals and being passed over for promotions. 89 (E-2) [Return to Index]
The WEAC realizes a need to actively involve the Student Wisconsin Education Association in all levels of the Association and encourages organizational efforts at all teacher preparation institutes in the state. The Council also believes that Active affiliates should encourage members to recommend Student WEA and NEA student membership to all higher education students working in their classrooms during any part of a teacher preparation program. Emphasis should be given to preprofessional and leadership training. The Council believes that this will encourage student awareness of the value, responsibilities and structure of the United Education Profession. 93 (E-3) [Return to Index]
The WEAC believes that retired members are a valuable asset in furthering the goals of the Association in areas including, but not limited to, political action, legislative lobbying, member training, crisis assistance, and other programs in which their years of experience would be beneficial.
The Council further believes that retired members should be encouraged to support and participate in association activities and governance at the national, state, UniServ, and local levels. 98 (E-4) [Return to Index]
The WEAC strongly endorses the establishment of coalitions with other public employee organizations. The Council directs its officers and staff, and encourages its local affiliates, to explore relationships with other public employee organizations and to establish counterpart coalitions at the local level that will contribute to the goals and programs of the NEA, the WEAC and its affiliates. 98 (E-5) [Return to Index]
The WEAC shall work with local associations and UniServ units in the development of community relations programs with the goal of forming a partnership with the public to solve educational problems. Furthermore, the Council shall provide assistance to local associations and UniServ units to promote leadership training programs that promote public sector cooperation.
The Council also believes that communities should develop coalitions with the cooperative goals of being aware of each other's needs, rights, and perspectives as they relate to providing quality educational opportunities and employment for students. 95 (E-6) [Return to Index]
The WEAC should work to ensure that professional educational organizations scheduling their meetings during the WEAC Convention do so in coordination with the WEAC Convention. 96 (E-7) [Return to Index]
The WEAC believes that voucher plans and tuition tax credits or funding formulas that have the same effect – under which pre-K through 12 nonpublic school education is subsidized by tax monies – undermine public education, reduce the support needed to adequately fund public education, and have the potential for racial, economic, and social segregation of children. The Council opposes all attempts to establish and/or implement such plans. [Return to Index]