B-24 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-23)

B-25 Education Support Professionals
The WEAC recognizes that Education Support Professionals 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 (B-24)

B-26 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, 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-25)

B-27 Effective School Management
The WEAC believes that competent school management is essential to effective schools. Effective management advocates 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. 01 (B-26)

B-28 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 (B-27)

B-29 Professional Development
The WEAC recommends the implementation of collaboratively developed professional development programs. To be most effective, these programs should be cooperative ventures among local school boards, administrators and local education associations. These programs should be based on district goals and focused on assisting and supporting school personnel so they can help students succeed academically. 05 (B-28)

B-30 Collaboration
The WEAC believes that quality education requires team planning and collaboration.

The Council believes collaboration is a valuable professional development vehicle and is most effective when teams of educators have shared vision, engage in collective inquiry, are action-oriented, commit to continuous improvement and focus on results.

This collaboration time must be in addition to the regular uninterrupted daily planning time guaranteed to all educators. 09 (B-29)

B-31 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 (B-30)

B-32 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:

1. Only medical personnel be required to administer such medication or perform such medical services, unless such duties are specified as part of the person's negotiated job responsibilities.
2. A physician's written verification of the student's need for medication or services be required.
3. Written permission of the parent or guardian be required.
4. The initial dosage of medication not be given in the school except in life-threatening situations. Initial dosage is the first dosage administered from the prescription.
5. Each medication given be recorded on a medication log that includes date, time, and signature of the person giving the medication.
6. Medication be delivered in and dispensed from a container properly labeled with the name and strength of medication, name of patient, name of physician, date of the original prescription, and directions for use.
7. Proper storage for the medication be available.

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. 99 (B-31)

B-33 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 (B-32)

B-34 Teacher Workload
The WEAC believes that the classroom teachers' maximum workload should be geared to the improvement of individualized instruction.

The Council shall work with the Department of Public Instruction and the Wisconsin Technical College System to establish a formula that reflects an accurate "classroom teacher-student ratio." 02 (B-33)

B-35 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 (B-34)

B-36 Class Size and Overcrowding
The Council believes that excellence in the classroom can best be attained by small class size. Small class size in regular education classrooms shall be identified as no more than 15 students, and a proportionately lower number in programs for students with special needs. 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) paraprofessionals; and 7) other auxiliary personnel.

The Council encourages employment of sufficient numbers of highly qualified licensed teachers to relieve overcrowding in classrooms to maintain excellence while providing sufficient special teachers in the areas of art, informational library media, guidance, 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 that do so. 04 (B-35)

B-37 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 (B-36)

B-38 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 (B-37)

B-39 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. 91 (B-38)

B-40 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, district and building policies to guarantee the safety of education employees and students. The Council believes school districts must develop and implement policies that control access to buildings and keep students and staff safe from violence in schools.

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 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 court systems to secure strict enforcement of law in cases involving such disturbances in the public schools. 07 (B-39)

B-41 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 (B-40)

B-42 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. Media, including the Council's, should include modifications for persons with disabilities as appropriate. 03 (B-41)

B-43 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 (B-42)

B-44 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:

1. Appreciation and respect for persons' similarities, differences, needs, concerns, abilities and values.
2. Greater awareness of personal biases, stereotyping, discrimination, and prejudice.
3. Ongoing, active experiences and curriculum which increase multicultural and interracial understanding.
4. School recruitment policies that will ensure culturally diverse licensed and support staffs.

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 (B-43)

B-45 Gender Equity
The WEAC shall assume leadership in promoting gender equity for all educational programs. To achieve this end, the Council believes:

1. School systems must provide training to raise the level of awareness of all staff and administrators on the issue of sex bias.
2. Non-sexist language should be used by schools and education associations.
3. The Department of Public Instruction and the Wisconsin Technical College System Board should continue to develop programs to promote and insure gender equity in school systems.
4. The WIAA should strive for gender equity in competitive sports in the areas of funding, facilities, officiating, and governance. 95 (B-44)

B-46 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 (B-45)

B-47 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 (B-46)

B-48 Achievement Gap / Society Gap
The WEAC recognizes that students of all races, ethnicity, language and socio-economic status need the skills and tools to read, compute, critique and create at high levels.

The Council supports initiatives that move all students to high levels of achievement. The Council believes that a challenging school curriculum is critical and must reflect high expectations. Public schools must have the resources to support all students in meeting their academic potential.

The Council believes high-quality early childhood education is key to eliminating the achievement gap. This includes small class sizes in the early grades, before- and after-school and summer programs with certified educators, resources, and social support.

The Council believes that schools should provide the guidance and resources so that students of all races, ethnicities, languages and socio-economic status have an equal opportunity to enroll and achieve in rigorous classes, including Advanced Placement (AP) courses.

The Council believes all students should have equal access to highly qualified educational personnel.

The Council believes educational personnel must take an active role in the development of standards, assessments, and other tools necessary to ensure the success of all students. Assessments should be developed and implemented in a balanced way so as not to discriminate against any students.

The Council recognizes that a disproportionate number of minority and disadvantaged students receive punitive sanctions, such as retention, tracking and the withholding of diplomas. These actions are unfair, ineffective, contrary to professional assessment standards, and exacerbate the achievement gap.

The Council supports community partnerships to help accelerate the learning of children who are academically behind their peers. Such programs could focus on increasing reading and verbal interaction between parents and children; providing positive role models, mentors, and tutors; making affordable, quality child care more readily available; and fostering meaningful interaction among diverse groups.

The Council recognizes that the achievement gap can be substantially narrowed only when school improvement is combined with social and economic reform. 05 (B-47)

B-49 School district closings and consolidations
The WEAC believes a fair and adequate system of school funding and taxation would reduce or eliminate the need for school district closings and consolidations. Schools and school districts are central to the social and economic vitality of communities, and a school funding system that maintains great schools in every community supports a vibrant society and a strong economy.

The Council believes all children must continue to receive quality education when districts are dissolved, consolidated or reorganized. The Council believes school districts should consolidate or reorganize only when it is in the best academic interests of students and contributes to great public schools.

The Council believes that the bargaining rights of teachers and education support professionals must be retained in school districts that are dissolved, consolidated or reorganized. The terms of all employee collective bargaining agreements must be honored by the absorbing or new district. Changes to these agreements will be negotiated between the school district and their employee unions. 06 (B-48)

C. COLLECTIVE BARGAINING, REPESENTATION AND MEMBER ENGAGEMENT

C-1 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:

1. Local affiliates must be actively involved in planning, selecting, implementing and evaluating the necessary technology.
2. 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.
3. Adequate measures to protect the security of confidential information on the network should be put in place.
4. The impact of telecommunications, distance learning, and virtual schools on education employees should be subject to local collective bargaining agreements. 03 (C-1)

C-2 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.

The Council opposes the release of an individual employee's professional qualifications. 03 (C-2)

C-3 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 (C-3)

C-4 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 (for cause) of such license would be subject to the licensing requirements in effect at the time of application. If a license is revoked for non-payment of taxes, it must be reinstated upon fulfillment of tax obligation with no new requirements. 01 (C-4)

C-5 Substitute Teachers
The WEAC is opposed to the use of non-licensed/non-certified or provisionally licensed/certified individuals as substitute teachers. 95 (C-5)

C-6 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-6)

C-7 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 non-management 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 using or hiring uncertified persons as regular full-/part-time instructors within the WTCS. 95 (C-7)

C-8 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-8)

C-9 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-9)

C-10 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:

1. Voluntary participation by local sites.
2. A district-association structure for processing conflict resolution.
3. An agreement on the scope of decision-making authority available to sites.
4. Any site-based decision which would violate a negotiated contract must receive a waiver from the local bargaining unit specifying exact parameters and timeline. Waivers would be non-precedent-setting.
5. Constituent representation appropriate to the site and selected by each constituency in conjunction with the local bargaining unit.
6. Compensated planning and training time for staff and governance bodies as well as additional resources necessary for successful implementation.
7. Compensation and/or release time for participating staff members. 92 (C-10)

C-11 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-11)

C-12 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:

1. Direct input into courses offered,
2. The allocation of funding under the federal Elementary and Secondary Education Act (ESEA),
3. Authority in determining materials to be purchased under all budgeting practices,
4. Input into planning and designing of school construction and remodeling,
5. The choice to participate in determining school policies,
6. The right to be paid released time to participate in professional improvement through conventions, workshops, and conferences,
7. The right to paid released time to present testimony before governing bodies which establish educational policy, and
8. The right to paid released time to serve on local, state, or national committees.

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. 03 (C-12)

C-13 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-13)

C-14 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. 99 (C-14)

C-15 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-15)

C-16 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. 94 (C-16)

C-17 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-17)

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)

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)

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)

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)

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)

C-23 Religious Holiday Leave
The WEAC supports the right of 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-23)

C-24 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, continuing employment, license retention, or promotion. 03 (C-24)

C-25 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:

1. A grievance procedure that terminates with final and binding arbitration.
2. 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.
3. A seniority list that is updated, published, and distributed annually.
4. Transfer rights, layoff and recall based only on seniority as bargaining unit members, licensure/certification, and to the extent legally permissible, racial balance.
5. Employer-paid fringe benefits, including but not limited to comprehensive health, life, dental, vision, long-term care, and income protection insurance and employee assistance programs, that fully cover bargaining unit members, domestic partners and their families.
6. Membership in the association or the payment of a fair-share fee as a condition of employment.
7. Required posting of all vacant or newly created positions along with the right of bargaining unit members to apply for these positions.
8. Unassigned preparation, planning, and travel time as applicable for all members of the bargaining unit.
9. Specified class size, teaching load, and job description.
10. A duty-free lunch period of not less than 30 minutes for all members of the bargaining unit.
11. Nondiscriminatory, fair, and equitable treatment of bargaining unit members.
12.  Contractually defined procedures for evaluation and promotion.
13. Released time for association business with full pay and fringe benefits.
14. Parental/child rearing leave for employees to provide care for natural or adopted children.
15. Contractually defined procedures for ensuring education employee decision-making in curriculum design, staff development and related instructional management and reporting systems.
16. 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.
17.  Extracurricular and extra-duty assignments filled on a voluntary basis and compensated at no less than the employee's regular rate of pay.
18.  Retirement benefits based on all income derived from school employment, including extracurricular and extra-duty pay.
19.  Clearly defined bargaining unit membership.
20.  Placement on the salary schedule based on qualifications and number of years of experience in the profession.
21. A guaranteed safe and healthy working environment.
22. The school calendar.
23. Protection from unilateral changes in terms or conditions of employment.
24. 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.
25. Language stating that education employees own the copyright or patent for materials that they create in the course of their employment. 03 (C-25)

C-26 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:

1. Be based on preparation, academic degrees, experience, professional growth, responsibilities, and full length of service.
2. Assure that initial placement and advancement on the salary schedule are nondiscriminatory.
3. Be independent of national certification unless the impact of any national certificate is determined through the collective bargaining process.
4. Provide and maintain structural integrity through the use of an index or percentage guide for experience increments and levels of academic preparation.
5. Assure that salaries paid for summer employment, continuing education programs, extended contracts, conducting employee training or workshops, serving as a teacher mentor, and extra duty is not less than the rate for regular pay.
6. 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.
7. 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 professionals in the educational setting.
8. 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:

1. Comprehensive insurance program

a.) Health
b.) Dental
c.) Vision
d.) Hearing
e.) Life
f.) Legal
g.) Workers' compensation
h.) Long-term care

2. Paid leaves

a.) Sick leave with unlimited accumulation
b.) Personal leave with unlimited accumulation
c.) Bereavement leave
d.) Parental leave, including adoption
e.) Dependent care leave
f.) Sabbatical leave
g.) Professional leave
h.) Association leave
i.) Religious leave

3. Additional remuneration

a.) Severance pay
b.) Unused sick leave
c.) Tuition reimbursement
d.) Retirement compensation
e.) Unemployment compensation
f.) Benefit extension for laid-off employees

4. Personal assistance

a.) Personal assault protection, and in the event of assault, counseling services and leave that is not subject to sick or personal leave
b.) Employee assistance program
c,) Reimbursement for damages to or loss of personal property at work site
d.) Child care center
e.) Wellness programs
f.) An opportunity to participate in a negotiated flexible benefit plan authorized by Section 125 of the U.S. Federal Tax Code.

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, long-term care, 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, vision care, and long-term care programs 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. 03 (C-26)

C-27 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 (C-27)

C-28 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 (C-28)

C-29 Membership Rights
The WEAC promotes the organizing of preschool through post-secondary teachers and education support professionals. 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 (C-29)

C-30 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. 89 (C-30)

C-31 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 (C-31)

C-32 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. 98 (C-32)

C-33 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 (C-33)