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Foreword
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.
A. EDUCATION
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. STANDARDS
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. ECONOMIC STATUS AND WORKING CONDITIONS
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 Workload
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 Education Employees 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. PUBLIC POLICY
D-1 Financial Support for Education
D-2 Voucher Plans and Tuition Tax Credits
D-3 Public Policy on Welfare Reform, W-2 Law - Educational
Component
D-4 Parental Option Plans
D-5 DPI Practices
D-6 Wisconsin Technical College System
D-7 Decentralized District
D-8 Nonpublic School Closings
D-9 Home Schools
D-10 Standardized Testing
D-11 AIDS Guideline
D-12 Infectious Diseases / Hepatitis B
D-13 Cable Television
D-14 Media
D-15 Associate Degree Nursing Program
D-16 Human Relations
D-17 School Desegregation
D-18 Institutional Discrimination
D-19 Equal Rights/Affirmative Action
D-20 Gender Equity
D-21 Sexual Harassment
D-22 Equal Rights Amendment
D-23 Accessibility for Persons With Disabilities
D-24 Political Rights
D-25 Support for the Family
D-26 Child Abuse
D-27 Student Work
D-28 State Investment Board
E. INTERNAL GOVERNANCE
E-1 Membership Rights
E-2 Defense of Education Employees
E-3 Student WEA
E-4 Retired Education Employees
E-5 Counterpart Coalitions
E-6 Public Sector Cooperation
E-7 Convention Coordination
A. EDUCTAION
A-1 The Basic Skills
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]
A-2 Education for Employment
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]
A-3 Diversity in Instructional
Materials
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]
A-4 Vocational Education
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]
A-5 Student Rights and Responsibilities
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]
A-6 Student Discipline
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]
A-7 Disruptive Students
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]
A-8 Education of Students With
Disabilities
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]
A-9 Providing Resources for
Disadvantaged and/or Exceptional Youngsters
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]
A-10 Gifted and Talented
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]
A-11 Right to Read
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:
A-12 Pupil and Other Support
Services
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]
A-13 Student Competency Testing
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]
A-14 Special Subject Education
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]
A-15 Foreign Languages
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]
A-16 Sex Education
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]
A-17 Drug Education/Prevention
Intervention Programs
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]
A-18 Telecommunications Technology
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]
A-19 Environmental Education
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]
A-20 Multilingual/Multicultural
Education
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]
A-21 English as the Official
Language
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]
A-22 Migrant Education
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]
A-23 American Indian Education
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]
A-24 Driver Education
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]
A-25 Scientific Creationism
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]
A-26 World Peace
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]
B. STANDARDS
B-1 Teacher Education Programs
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:
B-2 Human Relations Education
The WEAC recognizes the importance of human
relations training. Therefore the Council:
B-3 Technology in the Educational
Process
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:
B-4 Graduate School Admission
and Programs
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]
B-5 Licensure/Certification
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]
B-6 Assignment Outside of Licensure
/ Certification
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]
B-7 License Renewal
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]
B-8 Life Licenses
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]
B-9 Substitute Teachers
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]
B-10 Educational Support Personnel
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]
B-11 Noncertified/Auxiliary
Personnel
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]
B-12 Effective School Management
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 education 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. 00 (B-11) [Return to Index]
B-13 Accountability
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]
C. ECONOMIC STATUS AND WORKING
CONDITIONS
C-1 Negotiations Objectives
The WEAC supports a collective bargaining statute
that includes mediation/arbitration for all education 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]
C-2 WTCS Staffing
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]
C-3 Educators in Federal and
State Agencies
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]
C-4 Strike Breaking
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]
C-5 Site-Based Decision-Making
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:
C-6 Subcontracting
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]
C-7 Professional Involvement
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. Education employees must be assured that their professional involvement will in no manner jeopardize their employment status. 00 (C-7) [Return to Index]
C-8 Teaching Staff Reduction
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]
C-9 Compensation for Student
Needs Meetings
The WEAC believes that all education employees
required to be in attendance at 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. 00 (C-9) [Return to Index]
C-10 School-Related Duties
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]
C-11 Retirement
The WEAC shall provide leadership in promoting
education 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. 00 (C-11) [Return to Index]
C-12 Academic Freedom
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]
C-13 Professional Self-Governance
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]
C-14 Inservice
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]
C-15 Collaborative Consultation
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]
C-16 Differentiated Staffing
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]
C-17 Medication and Medical
Services in Schools
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 education employees should be protected from all liability when the adopted procedure is followed. In addition, education employees should have the right to refuse without fear of disciplinary repercussions to administer medication and/or medical services for which education employees 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. 00 (C-17) [Return to Index]
C-18 Education Employee Evaluation
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]
C-19 Grievance Procedure
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]
C-20 School Calendar
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]
C-21 Bargaining Unit Membership
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]
C-22 Housing for Educators
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]
C-23 Grade Integrity
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]
C-24 Teacher Workload
The WEAC believes that the classroom teacher's
maximum workload 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 workload.
The Council also believes that the maximum workload 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. 00 (C-24) [Return to Index]
C-25 Technology's Effect on
Teacher Workload
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]
C-26 Class Size
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]
C-27 Overcrowded Classes
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]
C-28 Teacher Preparation Time
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]
C-29 Adequate Physical Facilities
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]
C-30 Safe School Environment
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 education employees, 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. Education employees required to handle hazardous materials must be given ongoing training in appropriate safety procedures. 00 (C-29) [Return to Index]
C-31 Safety and Well-Being
of Education Employees and Students
The WEAC and its affiliates shall work together
to insist upon development and enforcement of laws to guarantee the safety
of all education employees and students.
The Council believes that when education employees 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 education 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 education employees 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. 00 (C-30) [Return to Index]
C-32 Professional Leave
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]
C-33 Religious Holiday Leave
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]
C-34 Competency Testing of
Educators
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]
C-35 Basic Contract Standards
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:
C-36 Salaries and Benefits
The WEAC believes that salary and benefit
structures for education employees are matters for collective bargaining.
The Council believes that salary schedules should:
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:
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]
D. PUBLIC POLICY
D-1 Financial Support for Education
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]
D-2 Voucher Plans and Tuition
Tax Credits
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. 99 [Return to Index]
D-3 Public Policy on Welfare
Reform, W-2 Law - Educational Component
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]
D-4 Parental Option Plans
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]
D-5 DPI Practices
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 education 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. 00 (D-4) [Return to Index]
D-6 Wisconsin Technical College
System
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]
D-7
Decentralized District
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]
D-8 Nonpublic School Closings
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]
D-9 Home Schools
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]
D-10 Standardized Testing
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]
D-11 AIDS Guideline
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 education 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. 00 (D-10) [Return to Index]
D-12 Infectious Diseases /
Hepatitis B
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]
D-13 Cable Television
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]
D-14 Media
The WEAC recognizes the fact that the media
have an effect on the education of the public. The Council further recognizes
that children are an especially vulnerable audience. 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. 00 (D-13)
[Return to Index]
D-15 Associate Degree Nursing
Program
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]
D-16 Human Relations
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]
D-17 School Desegregation
The WEAC recognizes that education employees 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 education employees
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.
Education employees 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 education employees such as protection of education employees' rights, including maintenance of existing standards, such as retirement, tenure, transfer policy and layoffs must be negotiated. Involvement of all those affected is vital. Education employees, 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. 00 (D-16) [Return to Index]
D-18 Institutional Discrimination
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]
D-19 Equal Rights/Affirmative
Action
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]
D-20 Gender Equity
The WEAC shall assume leadership in promoting
gender equity for all educational programs. To achieve this end, the Council
believes:
D-21 Sexual Harassment
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]
D-22 Equal Rights Amendment
The WEAC endorses passage of an Equal Rights
Amendment to the U.S. Constitution. 96 (D-21) [Return
to Index]
D-23 Accessibility for Persons
With Disabilities
The WEAC believes that school districts
shall assure that all buildings are in compliance with the accessibility
standards of the Americans with Disabilities Act. 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. 00 (D-22) [Return to Index]
D-24 Political Rights
The WEAC believes that every education employee
has the right and obligation to be a politically active and informed citizen.
The Council recommends that written personnel policies guarantee all education
employees full equality with other citizens in the exercise of those rights
and responsibilities.
The Council believes that education employees and other citizens should promote better education by endorsing candidates for political office and/or participating in political campaigns. Education employees should refrain from exploiting the institutional privileges of their professional position to promote candidates or parties.
An education employee should be granted a leave of absence from his/her contract when elected to a full-time public office. 00 (D-23) [Return to Index]
D-25 Support for the Family
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]
D-26 Child Abuse
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]
D-27 Student Work
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]
D-28 State Investment Board
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]
E. INTERNAL GOVERNANCE
E-1 Membership Rights
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]
E-2 Defense of Education Employees
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 education employees from exercising
these rights, the Council will support local affiliate efforts to remove
such restrictions.
The Council pledges to continue its support to education employees in retaining their positions when threatened with transfers, demotions, dismissals and being passed over for promotions. 00 (E-2) [Return to Index]
E-3 Student WEA
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]
E-4 Retired Education Employees
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. 00 (E-4) [Return to Index]
E-5 Counterpart Coalitions
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]
E-6 Public Sector Cooperation
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]
E-7 Convention Coordination
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]
NEW RESOLUTION
Great Schools
The WEAC believes that every child has
the right to attend a great public school. To assure that opportunity,
the members of the Council must solicit parent and community involvement
to enhance public support for and maintain the quality of Wisconsin's
public schools. [Return to Index]