Vermont-NEA Resolutions 2005

A. SERVE AS THE STATE VOICE FOR EDUCATION

A-1. SCHOOL ACCOUNTABILITY
Vermont-NEA supports holding school sites accountable when other parts of a comprehensive system-district, state, and national stakeholders-are also held accountable for providing the resources and other support personnel systems and materials necessary for schools to reach their goals. An effective and fair school accountability system must focus on the school as a unit for improvement and evaluation and ensure that the best practices are encouraged and supported.
The Association believes that school accountability systems must include training for education employees through professional development prior to implementation and procedures for evaluating and improving such systems. Exposure to school accountability systems should also be a part of preservice preparation.
The Association also believes that school accountability must be implemented throughout the school community through a collaborative, interactive, and continuous process by which local affiliates, students, parents/guardians/caregivers, education employees, the public, and policymakers define and support the goals of the school.
A well-designed school accountability system:
a. Promotes education excellence;
b. Has a balanced focus combining school context, processes, and student performance;
c. Is based on high standards for all students and multiple assessment tools and sources of data, including an examination of the resources needed and those allocated;
d. Focuses on the school and its goals, not the individual performance of the school staff or other stakeholders;
e. Is consistent with education employees’ rights and responsibilities as set forth in collective bargaining laws and contracts, meet and confer understandings, and or policies;
f. Is applied in a fair and equitable manner;
g. Identifies external factors that impact student learning and achievement; and
h. Provides for the development of school improvement plans.
The Association further believes that the school improvement process must, as a minimum,
a. Involve the school’s staff as an active partner in the development of the plan;
b. Provide the resources and assistance necessary to accomplish the plan;
c. Identify the responsibilities of each of the stakeholders in the implementation of the plan; and
d. Provide time for planning, implementation, and reassessment. (2000)

A-2. EDUCATIONAL FINANCE
Vermont-NEA believes that the funding of education is the shared responsibility of federal, state, and local governments, with the state’s share at least fifty percent. State aid funds should be allocated directly for educational purposes. In union school districts, the high school should share equitably in those funds.
The Association strongly supports the concept of providing equal educational opportunity for all Vermont children in the public schools.
Vermont-NEA promotes and supports teacher participation in the acquisition and use of Chapter II block grants.
The Association urges support for school reorganization for Vermont in efforts to find a better organizational pattern for schools.
The Association strongly urges the retention of funds received from teachers in payment for licensure and relicensure for the purpose of supporting the activities of a professional standards board. The Association opposes the transferal of such funds to the State General Fund. (1987) (1988) (1989)

A-3. VOUCHER PLAN
Vermont-NEA opposes the Voucher Plan. Education which is financed by federal, state, or local grants to parents could lead to economic and social isolation of children and weaken or destroy the public school system.

A-4. INTERDISTRICT PUBLIC SCHOOL CHOICE
Vermont-NEA believes that the goal of interdistrict public school choice plans must be to expand educational opportunities for all students who are eligible to participate. Furthermore, involvement in interdistrict public school choice programs must be voluntary for both sending and receiving school districts and be based on cooperative agreements between partnering school districts.
Vermont-NEA will oppose school choice programs which are mandated by the state and/or based on a competitive model which ultimately permits public schools to fail as a result of dwindling finances and diminishing educational programs.
In promoting and evaluating interdistrict public school choice plans, Vermont-NEA and its affiliates will pay particular attention to the following beneficial features:
a. A comprehensive school improvement strategy —including instructionally sound intradistrict options— with interdistrict public school choice simply as one element;
b. Maintenance of electoral fiscal and curricular accountability to local communities among participating school districts;
c. Provisions for effectively achieving equal student access which address transportation, admissions procedures, enrollment capacities, and specialized student services;
d. Protection of student confidentiality rights, of access by parents and citizens to school information, and of legal standards and requirements;
e. Procedures to regularly inform and counsel students and parents about their rights and responsibilities and about program requirements and limitations;
f. Procedures which maintain the community base, heterogeneity and integrity of all schools in Vermont. (1998)

A-5. MEDIA UTILIZATION
Vermont-NEA encourages the creative and innovative use of media, including the internet, distance learning, and off-air programming, for improving instruction. The Association believes that teachers should have the legal right to use off-air programming up to the time that it becomes commercially available. The Association further urges its local affiliates to become involved in the utilization of these media sources. (1989) (1999)

A-6. PUBLIC UNDERSTANDING
Vermont-NEA believes that professional associations must promote public understanding of education and encourage wide public and parental participation in solving education’s problems.
Vermont-NEA urges that local Associations, with the assistance of Vermont-NEA staff, make production and distribution of community newsletters a priority activity.

B. ADVANCE THE CAUSE OF EDUCATION FOR ALL INDIVIDUALS

B-1. STANDARDS FOR STUDENT LEARNING
Vermont-NEA believes in high standards that describe clear expectations for what students should know and be able to do. Throughout the implementation of content and performance standards, all students must be provided the instructional opportunities and learning conditions necessary to attain the standards. The Association supports the development and use of a variety of assessment appropriate to the standards.
The Association also believes that state and local affiliates must participate in the planning, development, implementation, and refinement of standards, conditions, and assessments to ensure that-
a. Students, parents/guardians/caregivers, education employees, community members, and government officials are involved and share the accountability;
b. Education employees are afforded released time and/or compensation in order to have opportunities to work with colleagues on a regular basis throughout the school year on how to teach and assess student proficiency in the standards;
c. Full funding and resources are provided;
d. Curriculum includes, but is not limited to, required standards. Standards are introduced into the curriculum at a rate that allows education employees opportunities to adapt their practice, work with each other, and pilot the work in a concerted fashion;
e. A variety of assessments will be used to evaluate each student’s progress toward attaining standards;
f. Appropriate attention is given to the needs and developmental levels of each student;
g. Professional development is provided for all education employees to help align their practices to the standards; and
h. Education employees participate in the review and refinement of standards and assessments. (2000)

B-2. ACADEMIC CONTENT IN CURRICULUM
Vermont-NEA believes parents and community members should be informed regularly of the contents of curriculum and the planned schedule used in presenting curriculum to students.
Vermont-NEA urges all school boards to establish, as an objective, the development of an integrated Pre-K-12 curriculum. There should be balance in curriculum between method and content.
Vermont-NEA also believes that academic learning and achievement of educational skills foster long-term self-esteem. (1998)

B-3. ACADEMIC PROGRAM CHOICE FOR SECONDARY EDUCATION
Vermont-NEA believes that multiple programs of study should be established
for secondary education, grades 7-12, which:
a. Enforce clear academic and behavioral standards that students must meet to enter a program;
b. Provide information to both parents and students to help them understand the varying skills, intellectual development, and workload each course requires;
c. Provide a rigorous and appropriate academic program for all students;
d. Assure that all student work demonstrates high academic standards regarding content and skill development;
e. Provide ongoing and comprehensive remediation to any child who needs it; and
f. Offer distinct instructional programs reflecting differing approaches to education and different learning styles.
Vermont-NEA urges investigation of ways in which public school districts can join with each other to allow for a wider choice of educational options. (1998)

B-4. DRIVER EDUCATION
Vermont-NEA believes that driver education courses that include both classroom and behind the wheel experiences should be part of the public education of all students and should be taught by teachers licensed in driver education. (2001)

B-5. MULTI-CULTURAL EDUCATION
Vermont-NEA believes the goal of multicultural education is the recognition of individual and group differences and similarities. It is a way of helping students perceive cultural diversity so they may develop pride in their own cultural legacy, awaken to the ideals embodied in the cultures of neighbors, and develop an appreciation of languages and the common humanity shared by all people. (1992) (1993)

B-6. ENGLISH AS A NEW LANGUAGE
Vermont-NEA urges the implementation of a comprehensive bilingual and English-as-a-New Language/ESL programs for the entire state where it can be clearly established that a need for such a program exists. The financial resources of the local, state, and federal governments shall be utilized to achieve adequate funding for the bilingual program. (1992) (1999)

B-7. SEXISM IN EDUCATION
Vermont-NEA believes that sexism and sex discrimination must be eliminated
from instructional environments.
The Association:
a. Believes that educational materials and processes should accurately portray women and their contributions throughout history:
b. Urges educators to use instructional materials that positively portray various careers and personal roles as acceptable and attainable for all individuals regardless of gender or sexual orientation:
c. Believes that discrimination and stereotyping in curricula, textbooks, resource and instructional materials, activities, etc. must be eliminated;
d. Endorses the use of non-sexist language.
To attain these goals, Vermont-NEA believes training is necessary for all educational employees. (1993) (2003)

B-8. EQUAL OPPORTUNITIES THROUGH MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION
Vermont-NEA believes mathematics, science and technology education are means of helping women and minorities enjoy equal opportunities and equitable treatment for employment and full participation in society.
The Association supports development and maintenance of gender-free and culturally unbiased mathematics, science, and technology programs that meet the needs of women and ethnic groups. (1993) (1994)

B-9. DISCRIMINATORY ACADEMIC TRACKING
Vermont-NEA believes academic tracking based on socioeconomic status, race, or gender must be eliminated in all public school settings. (1993)

B-10. GRADE ADVANCEMENT AND GRADUATION REQUIREMENTS
Vermont-NEA believes that each school district should provide to all students, at regular intervals, comprehensive assessments, including observations, a variety of work samples, portfolios, authentic measures, and reliable standardized tests to:
a. Measure their academic achievement;
b. Identify any need for remediation; and
c. Determine their eligibility for grade advancement and graduation.
Vermont-NEA further believes each school district should provide the services needed in elementary school to assure that students meet performance requirements in all curricular areas.
Vermont-NEA also believes all middle and secondary school programs should have in place rigorous academic programs through which their students advance toward graduation through acquisition of requisite skills (Vital Results) and academic performance. Secondary school programs should be characterized by:
a. Course offerings with uniformly high academic standards; and
b. Clear standards for any student’s admission and retention. (1998)

B-11. REGULAR PLANNING AND GUIDANCE FOR ALL STUDENTS
Vermont-NEA believes that prior to or within the first month of each school year, all parents should attend parent informational meetings for the purpose of obtaining a clear understanding of the expectations that classroom and other teachers have for their children, with respect to both behavior and academic performance.
Vermont-NEA urges all school boards to establish, as an objective, the development of an integrated K-12 curriculum.
Vermont-NEA believes that each school district should assure that all students are provided academic and career planning guidance which involves them and their parents and which is designed:
a. To ensure that students and their parents are aware of educational opportunities, programs, and graduation requirements;
b. To assist students and their parents in monitoring and planning academic development and social growth in a consistent and comprehensive fashion from the 7th through the 12th grade; and
c. To support students and their parents in making career planning and post-secondary decisions. (1998)

B-12. ASSESSMENT OF STUDENT LEARNING
Vermont-NEA supports the ongoing and comprehensive assessment of student growth. A student’s level of performance is best assessed with authentic measure directly linked to the lessons teachers teach and the materials teachers use.
The Association believes that the primary purposes of assessment are to:
a. Assist students and their parents/guardians/caregivers in identifying the student’s strengths and needs;
b. Encourage students to become lifelong learners;
c. Measure a program’s effectiveness, communicate learning expectations, and provide a basis for determining instructional strategies; and
d. Develop appropriate learning experiences for students.
The Association also believes that no one measure should be used to determine a student’s performance. Teachers should utilize a variety of measures to accurately assess student growth. All methods of assessment shall provide the necessary accommodations, modifications, and exemptions, and be free of cultural, racial, and gender biases.
The Association further believes that classroom teachers must be involved in the development of assessment systems and are best qualified to determine the criteria for assessment of students and dissemination of results. (2000)

B-13. STUDENT ASSESSMENT PORTFOLIOS
Vermont-NEA believes that many forms of evaluation can be useful in the assessment of students. The Association further believes that authentic measures of student knowledge and performance, as demonstrated by examples of their work, be used whenever possible to help evaluate student progress. (1991) (1992)

B-14. STANDARDIZED TESTING OF STUDENTS
Vermont-NEA believes that standardized tests should only be used to improve the quality of education and instruction for students. Standardized tests are most useful when selected by educational professionals closest to the classroom and integrated with assessment information specific to local programs. Affiliates should advocate the design and use of a variety of developmentally appropriate assessment techniques that allow necessary accommodations, modifications, and exemptions and are bias-free, reliable, and valid. When a test is mandated at the state or the national level, it should only be used to evaluate programs toward meeting state or national standards and/or goals.
The Association opposes the use of standardized tests when:
a. Used as the criterion for the reduction or withholding of any educational funding;
b. Results are used to compare students, teachers, programs, schools, communities, and states;
c. Used as a single criterion for high-stakes decision making;
d. They do not match the developmental levels or language proficiency of the student;
e. Student scores are used to evaluate teachers or to determine compensation or employment status; and
f. Programs are specifically designed to teach to the test.
The administration of a standardized test includes the responsibility to educate the stakeholders in the purpose of the test, the meaning of test results, and the accurate interpretation of conclusions. (2000)

B-15. METRIC SYSTEM
Vermont-NEA urges that the International System of Units (SI Metric System) or weights and measures be taught at all educational levels.

B-16. INTERNET ACCESS
Vermont-NEA believes that every school classroom, office, teacher workroom, and library/media center should have affordable, high-speed, seamless, and equal access to the Internet.
The Association also believes that education employees are essential to the development of an acceptable use policy (AUP) and to the appropriate use of the Internet.
The Association further believes that an AUP that requires the signatures of parents/guardians and students must be in place before allowing student access.
The Association believes that Internet access and activities should be age appropriate and monitored and should foster critical use. Any documentation material produced as a result of Internet access should be properly cited and comply with copyright laws. (2002)

B-17. EARLY CHILDHOOD EDUCATION
Vermont-NEA supports early childhood education programs in public schools for children from birth through age eight. The Association also supports a high-quality program of transition from home and/or preschool to public kindergarten or first grade. This transition should include communication and cooperation among parents/guardians, the preschool staff, and the public school staff. The Association believes that such programs should be held in facilities that are appropriate to the developmental needs of these children. The Association also believes that early childhood education programs should include a full continuum of services for parents/guardians and children, including child-care, child development, developmentally appropriate and diversity-based curricula, special education, and appropriate bias-free screening devices. Early childhood education programs must also be sensitive to and meet the physical, social, mental, and emotional health and nutritional needs of children.
The Association further believes that early childhood education programs should maintain small group size with appropriate staff/child ratios for each age level. When two half-day sessions are taught by one teacher, the total class load for both sessions should not exceed the number of students in an average first-grade class. Men should be encouraged and recruited to enter and be actively involved in early childhood education.
The Association recognizes the importance of active parental involvement in a child’s development and education. Parents/guardians should be made aware of the expectations that will be placed on the child as well as familiarization with new policies and procedures that the child will experience. Parents/guardians should be provided with information to allow them to access education related child services (e.g. screenings, testing, advocacy programs, etc.).
The Association supports regulations requiring children starting kindergarten to have reached age five or have demonstrated developmental readiness at the beginning of a kindergarten program.
The Association advocates the establishment of fully funded early childhood special education programs. These programs and necessary services should be readily accessible for children with disabilities and staffed by certified/licensed teachers, qualified support staff, and therapists. (2003) (2005)

B-18. NONDISCRIMINATION IN EDUCATION
Vermont-NEA believes in the equality of all individuals. Discrimination and stereotyping based on such factors as race, gender, immigration status, disability, ethnicity, occupation, and sexual orientation must be eliminated.
The Association also believes that plans, activities, and programs for education employees, students, parents/guardians, and the community should be developed to identify and eliminate discrimination and stereotyping in all educational settings.
The Association encourages its affiliates to develop and implement training programs on these matters. (2003)

B-19. ALTERNATIVE PROGRAMS FOR ALL AT-RISK STUDENTS
Vermont-NEA recognizes that there must be increased development and maintenance of alternative programs to meet the needs of at-risk or special needs students. The Association recommends early and appropriate identification and placement of these students. Teachers and administrators should receive necessary training in diagnostic processes and alternative methods of teaching and learning. Appropriate training should also be provided to educational support staff.
Programs should emphasize a broad range of activities for responding to students’ differing behavioral patterns, interests, needs, and learning styles. Teachers in these programs must have a major role in designing the objectives and evaluations and working with appropriate school and community personnel to execute these objectives and evaluations.
The Association urges its affiliates to seek adequate compensation, planning time, materials, and facilities for educational employees in these programs. (2003)

B-20. GIFTED, TALENTED, AND CREATIVE STUDENTS.
Vermont-NEA recognizes that there must be increased development of educational programs to meet the needs of all students (Pre-K-12) who have been identified as being exceptional in the creative arts, intellectual ability, leadership, and/or the psychomotor domain.
Vermont-NEA supports the multisensory identification of these students through both formal and informal methods which are developed by a committee, the majority of which is teachers. In-service training of educators is needed with provisions for program development at the local, state, and national level.
Vermont-NEA supports the formation of a policy by the state department of education for distribution of federal aid for the education of the exceptional. Financial support should be given to a greater variety of instructional approaches, thus making more options available to the local schools. (1988) (1990) (1991) (1992) (2003)

C. PROMOTE THE HEALTH AND WELFARE OF CHILDREN AND/OR STUDENTS

I. HEALTH, WELFARE, AND SAFETY

C-1. HEALTH OF CHILDREN
Vermont-NEA recognizes that the total environment including home, school, and community affects the mental, emotional, and physical health of children.
The Association supports the promotion of a greater awareness of nutrition education and nutrition related problems.
Vermont-NEA encourages special preventative services in the schools for the early detection of impending difficulties.
The Association promotes an awareness of wellness and the establishment of programs for the development and maintenance of lifelong, positive, health habits. (1989) (1990) (1992) (1994)

C-2. CHILDHOOD OBESITY
Vermont-NEA understands that obesity is a growing threat to our students’ health. The Association supports health policies that include appropriate nutrition and fitness measures intended to combat obesity and promote healthy choices for our students. (2005)

C-3. HEALTH CARE FOR ALL CHILDREN
Vermont-NEA believes that every child should have direct and confidential access to comprehensive health care. The Association believes that such health care should be provided by properly licensed physicians and by other properly licensed health professionals. The Association urges its affiliates to support legislation to provide comprehensive health care to
all children. (1995)

C-4. HIV/AIDS
Vermont-NEA recommends that educational institutions establish comprehensive HIV/AIDS education programs. These programs must include education about all means of transmission, including sex and intravenous (IV) drug use. Information on prevention options must include abstinence and medically accepted protective devices.
Furthermore, the Association believes that proper implementation of these programs requires employee training and input. The Association further believes that these programs should be presented by properly licensed/trained personnel. (1993) (1995)

C-5. SAFE AND ORDERLY SCHOOL COMMUNITIES
Vermont-NEA believes that all education employees, parents/guardians, students, school governing boards, and community members and agencies must work cooperatively to establish and maintain safe and orderly school communities. Students and education employees must be safe from physical, verbal, and psychological violence, the threat thereof, and all forms of harassment. There should be procedures to prevent and eliminate all types of harassment that might occur. Plans and procedures regarding discipline and/or harassment must include due process.
The Association also believes that both schools and school districts must have written discipline plans and procedures that are fair, equitable, and consistently enforced and procedures for safe and orderly conduct at school activities and events. Crisis plans must be developed at each school site by school personnel, administrators, students, parents/guardians, and emergency personnel. These crisis plans must be discussed with and practiced by all personnel and students at the school site. Crisis plans must be developed in conjunction with and provided to police and fire departments and other community agencies that might be called upon in a crisis situation. Parents/guardians must be made aware of the existence of these crisis plans.
The Association believes that students must be taught strategies and skills, including conflict resolution that develop respect, self-discipline, and self-control. Students must learn to distinguish between their own rights and responsibilities and the rights and responsibilities of others. There must be appropriate services and placement within regular education and alternative education programs and/or with state and/or community agencies for students who disrupt the learning environment or who are dangerous to other students, education employees, and themselves.
The Association also believes that appropriate school behavior begins and should be reinforced in the home. Parents/guardians of children who are disruptive often need support and training in order to reduce negative behavior and increase student learning. Programs that provide assistance and training in child development, effective parenting skills, and strategies for dealing with disruptive students must be available for parent/guardians. Schools can be instrumental in identifying and recommending strategies that can assist parents/guardians. (2001)

C-6. PROTECTION OF CHILDREN
Vermont-NEA recognizes the need to protect the safety and well-being of all children from any form of abuse, exploitation, and abduction.
The Association urges school districts to:
a. Establish a system whereby the parents of absent children are notified immediately;
b. Conduct a voluntary fingerprinting of children in a non-threatening environment and give the completed fingerprint cards to parents and/or guardians;
c. Cooperate with community organizations to increase public awareness of the problems of abuse, exploitation, and abduction;
d. Utilize all available means to locate missing children.
The Association further urges legislative action be taken to implement these goals. (1988) (1992)

C-7. CHILD ABUSE
Vermont-NEA recognizes that teachers are in a key position to detect suspected cases of child abuse and are mandated to report them to the proper authorities. Teachers must have immunity from legal action in fulfilling this obligation. (1990) (1991) (1994)

C-8. SUBSTANCE ABUSE EDUCATION PROGRAMS
Vermont-NEA recommends that educational institutions establish comprehensive substance abuse education programs. These programs must include education about individual and societal problems which may result in physiological and psychological drug dependency. Substance abuse education should also include information about short and long term effects of alcohol, tobacco, and other drugs as they relate to the health, safety, and well-being of individuals.

C-9. STUDENT SEXUAL ORIENTATION
Vermont-NEA believes that all students, regardless of sexual orientation, should be afforded equal opportunity and guaranteed a safe and inclusive environment within the public education system. The Association also believes that, for students who are struggling with their sexual/gender orientation, every school district and educational institution should provide counseling services and programs that deal with high suicide rates and dropout rates and teen prostitution. These services and programs shall be staffed by trained personnel. (2003)

II. STUDENT RIGHTS AND CONCERNS

C-10. STUDENT BEHAVIOR STANDARDS
Vermont-NEA recognizes the need to develop a schoolwide system of student behavior standards that allows educators to teach and students to learn.
Vermont-NEA urges each school district to establish a policy for student
decorum which:
a. Promotes a safe, orderly, and civil school environment where learning can take place;
b. Has clear expectations for students regarding behavior, language, clothing, and treatment of property; and
c. Places clear responsibilities on all members of the school community — educators, administrators, school board members, and parents, as well as students.
Furthermore, Vermont-NEA believes the provisions of such a policy relating to members of each group should address:
a. Their role in developing, enforcing, and/or complying with the decorum policy;
b. The behavior expected of them;
c. Their responsibility to model and promote high quality student behavior; and
d. Their responsibility to hold students and others accountable for high standards of behavior. (1998)

C-11. CONFIDENTIALITY
Vermont-NEA believes personal information regarding students and their families is confidential. This information should be shared only with educational personnel and other caregivers who are currently involved in providing services to the student. (1993)

C-12. EARLY CHILDHOOD EDUCATION
Vermont-NEA believes that positive and comprehensive early childhood education is the basis for successful school and life experiences and believes that preschool through primary age children should receive sufficient financial and educational resources from the state.
Vermont-NEA supports the development of parent education, information, and training programs to provide assistance in meeting the basic needs of children so that, when they arrive at school, they are socially, intellectually and physically prepared.
Vermont-NEA encourages parents to demonstrate respect for their children’s schooling by discussing with them school events on a daily basis, becoming involved through parent conferences, initiating contact with teachers about their children, and attending and participating in school activities, including school board meetings.
Vermont-NEA further believes that infant and early childhood programs should receive sufficient societal and financial support. (1998)

C-13. MIDDLE SCHOOL PROGRAMS
Vermont-NEA recognizes the special needs of the early adolescent.
The Association encourages the development of middle school curriculum, guidance and counseling programs, health services, and preservice and professional development programs for these levels.
The Association believes this should be accomplished through the establishment of middle school teacher preparation programs at accredited institutions of higher education and through middle school inservice programs. (1988)

C-14. HUMAN SEXUALITY EDUCATION
Vermont-NEA supports human sexuality education for all students including knowledge of all reproductive choices. (1991)

C-15. TIME TO LEARN
Vermont-NEA believes that time to learn is essential in promoting optimum achievement in school. The Association believes that student absences have adverse effects on program continuity and academic achievement.
Furthermore, excessive or unusual working hours are detrimental to a student’s attention span and academic achievement. The child labor laws, as structured by the Fair Labor Standards Act, must be monitored, enforced, and strengthened by local state, and national governing bodies. (1989) (1992)

C-16. USE OF INSTRUCTIONAL TIME
Vermont-NEA recognizes that increased demands on teachers’ time for initiatives and non-instructional activities is having a negative impact upon instruction. The increasing numbers and frequent changes of local, state and federal initiatives are diminishing the time teachers can devote to enhance student learning.
Therefore, Vermont-NEA urges each school district to adopt a policy and develop a formal plan to optimize the teaching time in the present school day. (1998)

C-17. STUDENT ATTENDANCE
Vermont-NEA recommends that each school district should adopt a class and school attendance policy which:
a. excuses students from attending classes only for emergencies, illnesses, or pre-approved educational activities that present educational opportunities;
b. assures that its social services enhance its educational services;
c. requires school personnel, working with students on matters unrelated to their curricular and extracurricular program, to develop a schedule with all teachers involved with the student;
d. urges educators to be sensitive in seeking to excuse students from the classes of other educators; and
e. establishes specific plans for students whose unexcused absences from class exceed a specific number. (1998)

C-18. HOME SCHOOLING
Vermont-NEA believes that all children must have an equitable and quality education. The Association strongly recommends that home education programs meet state requirements. Furthermore, a school reserves the right to grant a diploma, credit, or grade advancement only if an incoming home schooled student meets the requirements of that school. (1989) (2002)

C-19. HIV TESTING OF STUDENTS
Vermont-NEA opposes mandatory/involuntary HIV testing of students except where legally defined probable cause exists. (1988) (1990) (1992) (1993) (1995)

C-20. DRUG AND ALCOHOL TESTING OF STUDENTS
Vermont-NEA believes that mandatory drug and alcohol testing of students is an unwarranted and unconstitutional invasion of privacy and opposes such testing.

III. EQUAL ACCESS

C-21. JUVENILE CORRECTIONS
Vermont-NEA favors the maintaining of a Vermont juvenile correction facility.
The Association supports a full continuum of services for children convicted of (or at risk of) committing crimes. This continuum should include preventative and rehabilitative services, inter-agency collaboration, family support and intervention, school counseling services, and alternative education options.
The Association advocates options that provide a healthy educational environment conducive to positive change. (1988) (1990)

C-22. EDUCATION FOR ALL HANDICAPPED CHILDREN
Vermont-NEA supports a free appropriate public education for all handicapped students. However, the Association recognizes that to implement Public Law 94-142 and Vermont Act 230 effectively:
a. A favorable learning experience must be created both for handicapped and nonhandicapped students;
b. Regular and special education teachers, pupil personnel staff, administrators, and parents must share in planning and implementing programs for the handicapped;
c. All staff must be adequately prepared for their roles through inservice training and retraining;
d. All students must be adequately prepared for the program;
e. The appropriateness of educational methods, materials, and support services must be determined in cooperation with classroom teachers;
f. The classroom teacher(s) must have an appeal procedure regarding the implementation of the program, especially in terms of student placement;
g. Modification must be made in class size, using a weighted formula, scheduling, and curriculum design to accommodate the demands of the program;
h. Adequate funding must be provided and then used exclusively for this program;
i. Adequate release time must be made available for teachers, so that they may carry out the increased demands upon them;
j. Individual educational programs should provide appropriate services for the handicapped students and not be a criterion used for the evaluation of teachers;
k. A change in the State Department of Education’s policy for distribution of federal aid to special education should be effected with financial support given to a greater variety of instructional approaches, thus making more options available to the local schools. (1987) (1990) (1992)

C-23. PLACEMENT OF STUDENTS WITH HIV/AIDS
Vermont-NEA supports a free, appropriate public education in a least-restrictive environment for all students with AIDS or infected with HIV.
The Association believes that the placement of children in school should be made on a case-by-case basis by a team composed of qualified health care professionals, school officials, representatives of the local Association, the child’s physician, and the child’s parent or guardian. (1988) (1990) (1992) (1993)

C-24. PASSIVE RESTRAINT
Vermont-NEA believes that the technique of passive restraint as a means of controlling the actions of a student is appropriate only when all other means of control have failed. The Association believes that this technique should be implemented by persons trained in its use. Vermont-NEA further believes this policy should include plans, developed with parental input, that will address not only the child’s needs but also implementation of the policy. (1994) (1995)

C-25. GENDER EQUITY IN ATHLETIC PROGRAMS
Vermont-NEA believes that at all educational levels female and male students must have equal opportunity to participate in athletic programs.
The Association urges that athletic funds for facilities, equipment, and remuneration of staff be allocated equally between female and male programs. (2003)

D. PROMOTE PROFESSIONAL EXCELLENCE AMONG EDUCATORS

D-1. CLASS SIZE
Vermont-NEA believes that excellence in the classroom can best be attained by small class size, particularly in grades Pre-K-12, which allows for the optimum development of a student’s potential.
The Association urges school districts to seek an optimum class size of 15 students.
The Association believes that class size maximums must be established based on the type of students, subject area content, and physical facilities.
The Association endorses the limitation of 10 students per class during labs or field activities in the hazardous occupational programs defined by the Department of Labor, Child Labor Bulletin 101. Furthermore, the Association should seek the implementation of a weighted class size formula to reflect the inclusion of special needs children.
The Association resists efforts to circumvent laws, regulations, and policies that mandate maximum class size and maximum teaching loads. (1992)

D-2. TEACHER PREPARATION: ENTRY
Vermont-NEA believes immediate steps should be taken to improve standards for entrance into the teaching profession through cooperative interactions with teacher training institutions. Entrance requirements should be rigorous, yet flexible enough to attract candidates who demonstrate the potential to become effective teachers.
The Association urges appropriate state agencies inform teacher preparation institutions of projected needs. Teacher preparation institutions should prepare prospective teachers in fields consistent with those needs. (1992)

D-3. TEACHER PREPARATION PROGRAMS: CONTENT
Vermont-NEA believes that a sound teacher preparation program must be equitably funded and must:
a. Involve practicing Pre-K-12 teachers in the design, implementation, evaluation, and systematic change of the program;
b. Require a bachelor of arts or science degree from an accredited college or university, which shall be in a field of concentration other than education;
c. Include required courses in the liberal arts, subject or grade level specialty, reading, writing, research and information skills, and professional studies;
d. Include training in student assessment, classroom management, discipline, group processes, the dynamics of intergroup communications, human growth and development, the changing role of the family, exceptional behaviors, human relations, and multicultural education.
e. Include a variety of field experiences culminating in a one-year paid internship. (1992) (1998) (2000)

D-4. TEACHER PREPARATION PROGRAMS: STUDENT TEACHING
Vermont-NEA believes that student teachers should be provided with legal status and liability protection.
The Association believes that supervising or cooperating classroom teachers should be compensated monetarily and by reduced teaching assignments and responsibilities. The recommendation of the supervising or cooperating classroom teacher should weigh heavily in the decision regarding readiness to enter the teaching profession.
Vermont-NEA further believes that the acceptance of student teachers should be on a voluntary basis.
Vermont-NEA also encourages students to join the Association. (1992) (1999)

D-5. TEACHER PREPARATION PROGRAMS: PROFESSIONAL PARTICIPATION
Vermont-NEA urges licensed educators with teaching experience to become involved in college and university committees that control teacher education programs.
The Association supports placing these teachers in decision making roles in departments of education, and sharing in the responsibility for practicum experience with the public schools and teacher preparation institutions. (1992) (1999)

D-6. TEACHER INDUCTION
Vermont-NEA believes that teacher induction is a process that facilitates the transition of new teachers into the profession and provides a system of collegial support for veteran teachers experiencing a change in grade level, type of assignments, site, or cultural environment. The Association also believes that an effective induction process is based upon exemplary teaching practices, an understanding of adult and student learning, and a professional environment that supports collaboration and inquiry.
The Association further believes that the induction process enhances teaching skills and promotes professional development. The induction process for new teachers must be mandatory, be at least one year in duration, and include a mentoring program. The induction process for veteran teachers must be flexible and provide support based upon changes in their professional assignments.
The Association encourages its affiliates to be involved in the development of standards for teacher induction and the design and implementation process. (2000)

D-7. PROBATIONARY PERIOD FOR NEWLY LICENSED TEACHERS
Vermont-NEA believes in the establishment of a two-year period of probation for newly licensed teachers. It should include the following characteristics:
a. Successful completion is affirmed by the local superintendent (or school board, if there is no superintendent);
b. A qualified individual will provide formal evaluations to the teacher no fewer than four times;
c. An employing school district which has complied with its responsibilities to provide the teacher formal evaluations and required notice may, without being required to provide statutory hearing, decide for performance reasons not to renew the teacher’s contract; and
d. A teacher who, for alleged performance reasons, does not successfully complete an initial two-year period, may extend probation for one additional two-year period, during which he or she is subject again to the requirements of a teacher with an initial probationary license. (1998)

D-8. MENTOR PROGRAMS
Vermont-NEA believes that mentor programs enhance the professional expertise of employees. The Association also believes that the planning, implementation and evaluation of such programs must be negotiated or cooperatively developed and maintained by the school district and the local affiliate.
The Association further believes that the duties and responsibilities of all parties must be clearly defined and uniformly administered. Mentors must be selected through a defined process with articulated criteria, be properly trained and compensated, and be provided with adequate time to fulfill their responsibilities. The state or local authority has the obligation to provide hold-harmless protection.
The Association believes that any documentation that results from the mentoring process must be confidential and the sole property of the person mentored, and must not be included in the participant’s personnel file. (2000)

D-9. CONTINUING EDUCATION
Vermont-NEA recognizes the need for continuing education in the career-long development of educators. All teachers should acquire a masters degree, or its equivalent in additional course work (except where industry standards apply), within 7 years of receiving a permanent license. The Association believes that federal and state governments, as well as local school systems, have a responsibility to fund expenses for continuing education programs, courses, conferences, and degrees which benefit the professional development of all staff.
The Association encourages its affiliates to develop strategies for the implementation of educator-governed professional development programs. These programs must reflect the needs of local educators and students; therefore, educators must have the decisive voice at every stage of planning, implementation, and evaluation. Local professional development committees should develop and oversee professional development programs, which:
a. Extend over 5-year periods;
b. Are offered at times which do not conflict with or overlap ongoing professional duties;
c. Reflect the priorities and curriculum developed by the school district;
d. Encourage ongoing and open critical analysis of them by district staff; and
e. Provide incentives to teachers and support staff to engage in those professional development activities which assist the district in the attainment of its educational goals.
The Association supports increased federal funding and the appropriation of state and local funds to ensure the existence of teacher centers in sufficient numbers to serve all the educators of Vermont. (1992) (1994) (1998) (1999)

D-10. ACCOUNTABILITY AND ASSESSMENT
Vermont-NEA believes in accountability.
The Association believes that school employees can be accountable only to the degree that they share responsibility in educational decision-making and to the degree that other parties who share this responsibility — legislators, other government officials, school boards, administrators, parents, students, and taxpayers — are also held accountable.
Vermont-NEA believes there should be no single local, regional, or statewide assessment system. The Association will resist any attempt to transform assessment results into a state testing program that would seek to measure all students, teachers, or school systems by a single standard. (1988) (1990) (1991)

D-11. TEACHER COMPETENCY TESTING
Vermont-NEA believes that competency testing must not be used as a condition of employment, relicensing, evaluation, placement, ranking, or promotion of licensed teachers. The Association also opposes the use of pupil progress, standardized achievement test, or student assessment tests for purposes of teacher evaluation. (1988)

D-12. PEER ASSISTANCE PROGRAMS
Vermont-NEA supports non-evaluative peer assistance programs that provide assistance for the purpose of improving professional practices and retaining promising educational employees. The Association also believes a peer assistance program must be developed through the collective bargaining process. (2001) (2002)

D-13. EVALUATION OF EDUCATIONAL EMPLOYEES
Vermont-NEA advocates a formal evaluation system for every educational employee in every local school district because consistent evaluations of on-the-job performance are the only appropriate way to assess and assure the competency of practicing educational employees.
An effective evaluation procedure, supported by well-developed, continued professional growth programs, will enable all educational employees to keep abreast of developments in their area of specialization and to continue professional growth. Such procedures also can identify educational employees with instructional deficiencies and provide them with remedial
options, counseling, sufficient resources, and opportunities to observe other educational employees. Regular assessment and supportive resources will ensure that those who continue in this capacity are competent. If, after an evaluation process that follows all the above provisions of this resolution, and if, after being given sufficient time and opportunity for
improvement, an educational employee is formally re-evaluated and there is documentation of incompetence, dismissal proceedings with guaranteed due process should be instituted. Therefore, it is essential that administrators and/or mutually agreed upon evaluators be properly trained and held accountable for the implementation of appropriate and fair evaluation systems.
A school district’s evaluation procedure will be developed and maintained in conjunction with representatives selected by the local Association and will include:
a. Clear performance expectations:
b. Regular observation of classroom performance, with advance notice and discussion of evaluation visits and a timely consultation after each visit;
c. A written evaluation report provided to the educational employee;
d. Opportunity for a written response prior to the placement of the evaluation in the personnel file. Participation in an evaluation process shall not waive an educational employee’s right to due process in any subsequent contractual or legal proceeding.
The Association believes that procedures for evaluation of administrators should include evaluations by school employees within their direct supervision. (1992) (1994) (2000)

D-14. PROFESSIONAL DEVELOPMENT FOR TEACHERS AND ADMINISTRATORS
Vermont-NEA believes that continuous professional development is required for teachers and administrators to achieve and maintain the highest standards of student learning and professional practice. The Association also believes that professional development should:
a. Be based upon clearly articulated goals;
b. Be designed and directed by the affected professionals at each site;
c. Assist teachers in meeting the needs of students;
d. Be incorporated into the teaching profession as an essential component of the work schedule;
e. Provide training for the implementation of new and expanded programs;
f. Provide time for inquiry, research, reflection, and collaboration;
g. Provide opportunities for mentoring with colleagues;
h. Be standards referenced and incorporate the best principles of teaching and learning;
i. Be career long, rigorous, and sustained;
j. Stimulate intellectual development and leadership capacity;
k. Balance individual priorities with the needs of the school and the district;
l. Provide a depth of subject matter knowledge and a greater understanding of learning styles;
m. Provide opportunities to apply new learnings and changes in practice;
n. Provide opportunities to assume new roles, including leadership positions;
o. Include an ongoing assessment and evaluation component to determine effectiveness;
p. Provide flexibility for the use of a variety of resources such as university-school partnerships, professional development schools, exchange programs, professional development resource centers, and cultural and business resources.
The Association also believes that administrators and staff are partners in the total school program. The administrators must maintain valid administrator licenses and have annual teaching experience. Areas of training should include participatory decision-making, interpersonal skills, personnel selection, staff evaluation, curriculum, and school management techniques.
(1988) (2000)

D15. PROFESSIONAL DEVELOPMENT TO ADDRESS THE NEEDS OF UNDERREPRESENTED GROUPS
As the demographics of our country and state change, it is essential that educators keep pace and stay aware of the challenges and special needs faced by underrepresented groups. Vermont-NEA recommends that all teachers and educational support professionals should receive regular, ongoing training opportunities focusing on best practices to address the needs of students from underrepresented groups, including but not limited to, racial and ethnic minorities, English language learners, cultural and religious minorities, students with sexual orientation and gender identification diversity, students from limited socioeconomic backgrounds, and disabled individuals. (2005)

D-16. PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL SUPPORT PROFESSIONALS
Vermont-NEA believes that professional development should be required throughout the career of educational support professionals. Professional development programs should provide equal opportunities for these employees to gain and improve knowledge and skills important to their position and job performance. Professional development programs should assure that appropriate education employees have a decisive voice at every stage of planning, implementation, and evaluation.
The Association also believes that time for preservice and inservice training should be provided. The Association further believes that any mandated training/requirements be fully funded by the mandating authority. (2000) (2004)

D-17. CONSULTANTS IN THE DEPARTMENT OF EDUCATION
Vermont-NEA supports the full staffing and full funding of the State Department of Education to attract and keep professional consultants in all positions.

D-18. PROMOTE THE RETENTION OF EXPERIENCED EDUCATORS
Vermont-NEA believes that experienced educators are valuable resources in the promotion of educational excellence. The Association also believes that our experienced members should be encouraged to remain in the education profession and that such members should be appropriately compensated through the negotiations process. (2003)

E. GAIN RECOGNITION OF THE BASIC IMPORTANCE OF THE TEACHER IN THE
LEARNING PROCESS AND OTHER EMPLOYEES IN THE EDUCATIONAL EFFORT

E-1. IMPROVEMENT OF INSTRUCTION
Vermont-NEA believes that a prime responsibility of professional associations is to stimulate significant improvements in the quality of instruction. Much of the responsibility to make educational changes lies with the teachers through their influence and involvement in democratic decision-making, in and out of school.
Local school systems shall be urged to provide classroom teachers with support staff to free the teacher from nonteaching duties. Support staff may be either paraprofessionals or auxiliary personnel. (1988) (1989)

E-2. SCHOOL RESTRUCTURING
Vermont-NEA believes in school restructuring that is flexible, locally defined, and responsive to the needs and interests of teachers, students, and the broader educational community.
The Association believes in a school restructuring process which ensures teachers share in leadership, authority, and governance. (1992)

E-3. FREEDOM OF CHOICE IN READING
Vermont-NEA strongly supports the right to read and believes that licensed professionals within the school are best equipped to choose material to be used in the classroom or to be available in the school library. In instances where a move toward censorship occurs, a review procedure, similar to that of the American Library Association, should be implemented. (1988)

E-4. VOLUNTEERS
Vermont-NEA recognizes and encourages business and community involvement through volunteerism. However, the work performed by volunteers shall not result in any violation of the applicable bargaining unit agreement nor jeopardize any educational employee’s position. (1990) (1993) (1994)

F. PROTECT THE RIGHTS OF EDUCATIONAL EMPLOYEES AND ADVANCE THEIR INTEREST AND WELFARE

I. PROTECTION OF EMPLOYEES

F-1. PROTECTION OF EDUCATORS
Vermont-NEA shall insist upon development and enforcement of laws, regulations, policies, and procedures that guarantee the safety of educators and other school personnel from verbal and physical attacks on their persons or property. The Association further believes that when school personnel are victims of physical attack, verbal abuse, theft, vandalism, or harassment, they should receive full support of their employer in pursuing legal and other remedies. (1994) (1995)

F-2. EMPLOYEE RIGHTS PENDING COURT ACTIONS
Vermont-NEA believes when criminal charges or civil lawsuits are filed against a school employee, the right of due process must be guaranteed. If an employee is removed from student contact or suspended from a position due to pending court action, all employment rights of the employee shall remain in force, including full compensation and job security.
The Association urges its locals to negotiate contract provisions covering procedures to be followed until final disposition of the case. (1993)

F-3. DRUG AND ALCOHOL TESTING OF EMPLOYEES AND JOB APPLICANTS
Vermont-NEA believes that mandatory drug and alcohol testing of employees and job applicants is an unwarranted and unconstitutional invasion of privacy and opposes such testing. (1991)

F-4. CONFIDENTIALITY
Vermont-NEA supports professionalism in the educational environment.
The Association believes that the rights to confidentiality of all educational employees should be respected by the educational community. (1994)

F-5. DUTIES IN EMERGENCY SITUATIONS
Vermont-NEA believes that in emergency situations, such as fires and bomb threats, the duty of the teachers is to escort students from the buildings and to remain with these students.
The Association believes that requests by the administration, even on a voluntary basis, for teachers to serve on bomb search squads and the like are construed as clearly outside normal teaching duties.
Vermont-NEA urges local Associations to become aware of existing local guidelines, and, in the absence of such, to participate in the immediate development of a written procedure.

F-6. TRANSPORTATION
Vermont-NEA urges enactment of legislation that would require local school systems to provide and to incur the expense of transportation liability insurance for school employees who are requested or required to transport students by private vehicle for any school related function.

F-7. LICENSED PARAPROFESSIONALS
Vermont-NEA believes paraprofessionals holding teacher licenses who are assigned professional duties should receive professional salaries during the time they are performing these duties.
The Association urges local affiliates to oppose efforts by school boards to use the employment of paraprofessionals in replacing professionals or increasing class size. (1991) (1992) (1993)

F-8. ASSIGNMENT OF SUBSTITUTES
Vermont-NEA believes in the importance of employing professional educators to fulfill the critical role of substitute teachers. The Association also believes that substitute teachers perform a vital function in the maintenance and continuity of daily education.
The Association condemns the practice of assigning substitute teachers to regular positions. Such positions should be filled by available licensed teachers who are eligible to be placed on contractual status by the school district.
The Association opposes the practice of replacing absent teachers by dispersing students to other classrooms. The Association also opposes the use of individuals such as educational support professionals, part-time employees, or employees hired through private agencies to cover classes. The Association further opposes requiring teachers to substitute during their preparation time.
The Association condemns the practice of utilizing licensed teachers to substitute for personnel on extended leave without providing full pay for the substitutes. (1988) (1992) (2002)

F-9. EDUCATION EMPLOYEES AND ACTIVE DUTY SERVICE
Vermont-NEA believes that an education employee whose career is interrupted by a call to active duty service by the National Guard or the reserves should be guaranteed reemployment and all benefits that would have accrued if the employee had continued in a position with the school system. (2002)

F-10. HIV TESTING OF EMPLOYEES
Vermont-NEA opposes mandatory/involuntary testing of school employees for
HIV. (1988) (1990) (1991 (1992) (1993) (1994) (1995)

F-11. EMPLOYEES WITH HIV/AIDS
Vermont-NEA believes that educational employees shall not be fired, nonrenewed, suspended (with or without pay), transferred, or subjected to any other adverse employment action solely because they have tested positive for HIV antibody or have been diagnosed as having AIDS or AIDS-Related Complex (ARC). (1988) (1990) (1992) (1993) (1994) (1995)

F-12. COMPREHENSIVE HEALTH CARE
Vermont-NEA believes that access to comprehensive health care is a right of every citizen and urges the State of Vermont to implement a comprehensive health care plan. (1990) (2003)

F-13. COMPREHENSIVE HEALTH CARE POLICY
Vermont-NEA believes that affordable, comprehensive health care is the right of every resident.
The Association supports the adoption of a universal health care plan for all residents of Vermont.
The Association will support health care reform measures that move Vermont closer to this goal and that achieve universal coverage, control costs while assuring quality, emphasize prevention of health care problems, and are financed by means that assure greater equity in the funding of that health care.
The Association also believes that if a single-payer health care plan is adopted; no cuts in Medicare/Medicaid benefit levels or in funding of those programs should be made. (2003)

II. CONTRACT ISSUES

F-14. EDUCATIONAL SUPPORT PROFESSIONALS
Vermont-NEA believes that greater emphasis must be placed upon securing and maintaining the most capable educational support professionals. The Association recognizes that educational support professionals share the same community interest with the professional staff. The Association urges that salaries and benefits for educational support professionals be competitive with those similar positions in private industry and business within the geographic area.
Furthermore, the Association believes that paraprofessionals should be licensed and urges teachers to become involved in the orientation and training of paraprofessionals and other educational support professionalsl. (1991) (1992) (1993)

F-15. UNIFORM PAY STRUCTURE
Vermont-NEA and its affiliates believe that school employees should be adequately compensated by a uniform pay structure as bargained with local school districts. The Association opposes “merit pay” or any other compensation plan based on preferential, subjective, or politically motivated criteria.

F-16. TEACHER COMPENSATION
Vermont-NEA believes that teacher salary schedules should provide for entry-level salaries and career earnings comparable to those of other professions with similar preparation and responsibilities and be structured to provide compensation levels that encourage classroom teachers to remain in the classroom.
The Association further believes that assistance and guidance should be provided to local affiliates in dealing with teacher compensation systems.
Therefore, the Association urges local affiliates to proceed as follows in the pursuit of agreements concerning compensation:
a. Avoid proposing pay-for-performance systems and prevent the adoption of pay-for-performance systems if they are proposed by school districts, state legislatures, or other governmental entities;
b. Exclude the use of supervisor evaluations and student testing as bases for evaluating teacher performance - if school districts, legislatures, or other governmental entities intend to adopt pay-for-performance systems;
c. Attempt to have pay-for-performance systems rescinded or amended if already adopted;
d. Oppose the provision of additional compensation to attract and retain educational employees in hard-to-recruit positions. (2001)

F-17. REDUCTION IN FORCE
Vermont-NEA urges its affiliates to negotiate in master contracts criteria to be utilized should reduction in force occur. Criteria should include seniority, objectivity, nondiscrimination, uniformity of application, and affirmative action.

F-18. BINDING ARBITRATION
Vermont-NEA supports the use of mandatory binding interest arbitration for final settlement of contract disputes between local Associations and school boards if the parties cannot mutually resolve their differing positions within the legally mandated time limits.
Furthermore, the Association believes that mandatory binding interest arbitration should replace the legal right of teachers to strike only if the right of school boards to impose terms and conditions of employment is eliminated. (1996)

F-19. STAFF WELLNESS
Vermont-NEA believes that the physical, emotional, and mental health of staff has an impact on performance, students, and associates. The Association urges school districts to promote an awareness of wellness among all personnel and establish programs for the development and maintenance of positive health habits.
Vermont-NEA advocates Employee Assistance Programs as a voluntary resource that would assist school employees who are experiencing significant professional or personal problems. These programs would provide confidential, professional counseling leading to improved health and job effectiveness. (1989) (1990)

F-20. BASIC CONTRACT STANDARDS
Vermont-NEA and its affiliates believe that school employee/school board collective bargaining agreements should contain certain standard contractual concepts. Therefore, Vermont-NEA and its affiliates will pursue agreements which provide for the following concepts:
a. A grievance procedure that terminates with final and binding arbitration;
b. All discipline, including suspension, dismissal and nonrenewal, subject to due process and just cause through final and binding arbitration;
c. Contractually defined procedures that provide for a published seniority list and layoff and recall based on seniority as bargaining unit members and licensure;
d. Employer-paid fringe benefits that fully cover bargaining unit members and their families;
e. Employer-paid insurance packages which incorporate the benefits of wellness care including comprehensive health, life and dental insurance, and employee assistance programs;
f. Membership in the Association or the payment of a service fee as a condition of employment;
g. Required posting of all vacant or newly created positions along with binding rights based upon seniority and licensure where licensure is applicable;
h. Preparation and planning time for all members of the bargaining unit at a minimum of 45 consecutive minutes within each school day; also, schedules should enable teachers to interact during the course of the school day, through such mechanisms as shared preparation periods;
i. Enforceable class size and teaching load maximums, specifically a class size of 15 or fewer children;
j. Duty-free lunch periods for all members of the bargaining unit;
k. Income protection for long-term illnesses and disabilities;
l. Nondiscriminatory, fair, and equitable treatment of bargaining unit members with regard to their gender, sexual orientation, race, creed, religion, residence, physical characteristics, handicap, age, marital status, or grade/subject taught;
m. Contractually defined evaluation procedures;
n. Any school employee disabled by pregnancy entitled to all contract benefits available to school employees for other causes and illnesses;
o. Paid parental/child rearing leave for males or females to provide care for natural or adopted children;
p. Release time for Association business with full pay and fringe benefits;
q. Contractually defined procedures for ensuring school employee decision-making in curriculum design and related instructional areas as well as instructional management and reporting systems;
r. Salary schedules based upon preparation, professional growth, and length of service;
s. All extracurricular and extra duty assignments to be filled on a voluntary basis with provision for adequate compensation for school employees who accept such assignments;
t. The recognized bargaining unit to include continuing education teachers, part-time teachers, school nurses, school social workers, librarians, school psychologists, counselors, department heads, vocational education teachers, teachers of extracurricular activities, therapists, and other professional special education personnel as well as regular classroom
teachers, and all other nonsupervisory school employees of the school district;
u. A provision for fair and equitable treatment of all bargaining unit members;
v. A provision which assures that work performed by members of the bargaining unit shall not be contracted out or performed by temporary workers.
w. Placement of newly appointed faculty on step according to their teaching experience, with full credit on salary scale for previous experience;
x. Part-time faculty, working half time or more, shall advance on the salary schedule a full step each year. They shall receive the same salary and fringe benefits as full-time faculty, pro-rated according to the work load.
Vermont-NEA and its affiliates further believe that school employee/school board collective bargaining agreements should define the salaries, hours, and other terms and conditions of employment of educational employees. Such agreements should not include provisions which restrict or demean the dignity of school employees. Therefore, Vermont-NEA and its affiliates will resist agreements which provide the following concepts:
a. A so-called “penalty” or liquidated damage clause that deprives a school employee of employment mobility or compensation earned for services provided;
b. Merit pay or any other compensation scheme which substitutes preferential, subjectively granted, or politically vulnerable salaries for services rendered. (1988) (1989) (1992) (1998) (1999) (2000) (2003)

III. RETIREMENT AND SOCIAL SECURITY

F-21. RETIREMENT
Vermont-NEA shall provide leadership to ensure that the State Teachers’ Retirement System should:
a. Be soundly financed, professionally managed, and responsively administered, with social responsibility;
b. Include retirement benefits that accrue at the rate of 2.0 percent for each year of service credit, of a teacher’s mean salary of the highest three years, with full benefits to be realized after twenty-five years of service.
c. Include a legal minimum average compensation to be determined and established annually as the current teacher average salary for the State of Vermont. Upon normal retirement, no teacher will receive less than one-half of the legal minimum average compensation, subject to the normal discounts for early retirement;
d. Include automatic and realistic benefit increments to reflect increases in the cost of living;
e. Include comprehensive and meaningful disability and survivor benefits;
f. Provide a health insurance benefit for retired teachers and their spouses/domestic partners that is at least comparable to the health insurance benefit currently provided to retired state employees.
g. Provide for full vesting at the age of 55 or after five years of service;
h. Provide for early retirement benefits after the completion of five years of service and the attainment of fifty-five years of age;
i. Include a provision for service credit for those teachers who chose not to join the retirement system until required to do so;
j. Include a provision for service credit to educators with service in post-secondary educational institutions;
k. Provide for a pre-tax savings plan toward which teachers may contribute and whose contributions will be matched by the employer and the state.
Retiring teachers who are not eligible for Medicare benefits due to their age at retirement will be able to remain in the school district’s health insurance plan. Until the retiree is eligible for social security and Medicare benefits, school districts will be encouraged to pay for these
premiums. (1989) (1990) (1992) (2001)

IV. ASSOCIATION ISSUES FOR EMPLOYEE WELFARE

F-22. STAFF MERGERS
Vermont-NEA supports and encourages the merging of teacher and educational support personnel units. (1992)

F-23. PROFESSIONAL RESOURCES
Vermont-NEA believes in professionalism among its members. To that end, the Association encourages its members to become as informed as possible on educational issues.
Vermont-NEA further believes that one of its functions as a professional organization is to serve as an educational issues resource center for its members. (1994)

F-24. REGIONAL TRAINING
Vermont-NEA strongly supports regional training in Association skills for its members. (1988)

F-25. REGIONAL BARGAINING
Vermont-NEA strongly supports regional bargaining and regional consolidation of locals as the direction to be followed in collective bargaining, with the ultimate objective to be coordinated contract bargaining consistent with current collective bargaining laws.
The Association believes that active participation by local affiliates in the Regional Bargaining Councils will improve the economic status of Vermont educators. (1994)

F-26. UNIFORM SCHOOL CALENDAR
Vermont-NEA supports legislation that allows negotiation between Vermont-NEA and the Vermont Superintendents’ Association and the Vermont Department of Education to develop a uniform school calendar.
Until a uniform calendar can be developed in this manner, Vermont-NEA supports the efforts of Regional Bargaining Councils to propose and negotiate regional calendars. (1988) (1995)

F-27. SUMMER SCHOOL AND MODIFIED CALENDARS
Vermont-NEA believes that affected local affiliates must participate fully in the design, authorization, implementation, evaluation, and continuation of summer school, the extended school year, year-round schools, and/or a modified calendar. Governing policies must take into consideration the impact on the community and be in accordance with the Association’s principles for professional salaries and class size. Employment in summer school or other school programs outside the contracted days must be on a voluntary basis. (1995)

F-28. UNISERV COUNCILS
Vermont-NEA encourages participation in UniServ Councils. Such councils provide an opportunity for all locals within their UniServ districts to meet, share ideas, solve problems, and set the direction for their districts.

F-29. VERMONT-NEA MEETINGS
Vermont-NEA shall not hold its state convention or its Representative Assembly in any city where any local affiliate is on strike at the time of its convention.

G. SECURE PROFESSIONAL AUTONOMY

G-1. LICENSURE
Vermont-NEA advocates rigorous state standards for entry into the teaching profession. These standards shall include above-average college grades, field training experience that includes successful completion of student teaching, and demonstration of proficiency on appropriate pedagogical and subject matter tests. Tests should be valid and unbiased and should be included as one element of comprehensive assessment for completion of a teacher preparation program as well as for licensure into the profession.
The Association believes that licensing standards must assure that individuals wishing to enter the teaching profession have the following qualifications:
a. A bachelor of arts or science degree from an accredited college or university, which shall be in a field of concentration other than education;
b. Undergraduate or graduate training in pedagogy and child development and psychology;
c. Successful completion of a student teaching internship experience or its equivalent at least one school year in duration; and
d. A passing score, established by the State Board of Education, on a teacher examination defined by the national certification agency or board for other education professionals such as speech-language pathologists or school nurses.
The Association asserts that a teaching license should signify that an individual entering the teaching profession is competent to teach. A teaching license must be legally recognized as the primary requirement for employment in every public and private school (Pre-K-12). No license should be issued unless an individual possesses the entry-level knowledge and skills required for teaching. No temporary or emergency licenses should be issued. No assignments should be permitted outside the teacher’s area of licensure without appropriate concurrent retraining supported by the local district. Revocation of a teaching license must be for just cause and consistent with an equitable due process procedure.
The Association supports regulations that would put licensed educators with teaching experience in decision-making roles in licensing agencies.
The Association believes that all substitutes employed in the State of Vermont should be licensed to teach in Vermont. Beyond fifteen days in one level of assignment, a substitute should be licensed and endorsed in that area. (1988) (1998) (1999) (2000)

G-2. PROFESSIONAL STANDARDS BOARD
Vermont-NEA believes that the profession must govern itself. The Association also believes that each state should have a professional standards board, composed of a majority of practicing public school teachers.
Professional standards boards should have exclusive authority to license and to determine criteria for how a state certificate will be recognized for professional educators. Further, these boards should have the exclusive authority to establish the standards regarding licensure, including procedures for suspension and revocation. The Association opposes legislation that compromises the authority of state standards boards and urges the elimination of state statutes that conflict with this authority. (1995)

G-3. NEW AND EMERGING LICENSURE
Vermont-NEA recognizes that education is ever changing. Licensure requirements must be clarified and delineated to keep pace with developing educational initiatives. The Association believes that it is the duty and responsibility of the Professional Standards Board to redefine these licensure requirements. (1996)

G-4. NATIONAL CERTIFICATION
Vermont-NEA supports voluntary national certification by which the profession grants recognition to an individual who has met qualifications specified by the profession. The Association recognizes that this function is filled by the National Board for Professional Teaching Standards (NBPTS), which is composed of a majority of practicing public school teachers.
The National Board for Professional Teaching Standards establishes appropriate assessment procedures by which individuals demonstrate exemplary practice in pedagogy and in subject matter areas, issues certificates to all individuals who meet NBPTS-established standards, maintains a roster of those who have been certificated, and encourages reciprocity with state professional standards boards.
The Association also supports the periodic evaluation of such certification procedures to ascertain whether cultural, economic, gender, racial, or age bias is perpetuated by the requirements for certification. (2000)

H. UNITE EDUCATIONAL EMPLOYEES FOR EFFECTIVE CITIZENSHIP

H-1. ACTIVE PARTICIPATION IN PUBLIC POLICYMAKING
Vermont-NEA believes that every educator has the right and obligation to be an informed and politically active person.
The Association urges educators to register and vote, participate in party organizations, discuss political issues publicly, campaign for candidates, contribute to campaigns of candidates, lobby, organize political action groups, and run for and serve in public office without curtailment of annual increments, tenure, retirement, or seniority rights.
Major decisions affecting public schools are made by elected officials or their appointees. Therefore, the Association believes that it is the duty and responsibility or educators to involve themselves in the selection, election, and reelection of qualified committed candidates who support goals that provide quality education.

I. PROMOTE AND PROTECT HUMAN AND CIVIL RIGHTS

I-1. CIVIL RIGHTS
Vermont-NEA is committed to the achievement of a totally integrated society and calls for the elimination of barriers of race, color, national origin, religion, gender, sexual orientation, age, disability, size, marital status, and economic status which prevent individuals fromexercising their rights including liberties decreed in common law, the Constitution, and statutes of the State of Vermont and the United States. (1993)

I-2. THE RIGHT TO ORGANIZE
Vermont-NEA believes that all people have the right to organize in order to achieve an improvement of their living conditions through their own free and independent unions and organizations. The Association urges that this right be advocated where it is now abused or denied and strengthened where it is now secured.
The Association deplores the ant-union activities by business interests, school districts, and government agencies, including efforts that attempt to destroy and undermine labor unions and organizations, penalize members for union involvement, and deprive workers of their right to organize and bargain. (2002)

I-3. SEX DISCRIMINATION AND EQUAL RIGHTS
Vermont-NEA urges the full compliance of Title IX of the Educational Amendment of 1972. The Association urges that the Equal Rights Amendment be passed as soon as feasible.

I-4. PEOPLE LIVING WITH HIV/AIDS
Vermont-NEA believes people living with HIV/AIDS should be ensured fair and equitable treatment in our communities, allowing equal access to education, employment, living conditions, and all rights guaranteed by law. (1994)

I-5. BULLYING
Vermont-NEA believes that bullying is a form of abuse. Students and education employees must be guaranteed a safe environment that protects them from bullying.
Therefore, the Association urges local affiliates to work with educational institutions to:
a. Establish strong policies defining and prohibiting bullying;
b. Develop and institute programs designed to help students and education employees recognize, understand, prevent, combat, and eliminate bullying.
c. Develop and implement a procedure that encourages the reporting of bullying incidents, provides due process, ensures prompt resolution of such incidents, and protects the rights of all parties;
d. Provide counseling services for all parties involved. (2004)

I-6. SEXUAL HARASSMENT
Vermont-NEA believes that sexual harassment of anyone on the basis of gender and/or sexual orientation, preferences or practices is a form of sex discrimination and abuse.
The Association further believes that educational employees and students should be protected from sexual harassment. The Association encourages its locals to work with educational institutions to:
a. Establish strong policies defining and prohibiting sexual harassment;
b. Develop and institute educational programs designed to help people recognize, understand, prevent, combat and eliminate sexual harassment;
c. Develop and publicize a grievance procedure that encourages the reporting of incidents of sexual harassment, resolves complaints promptly, and protects the rights of all parties.
Vermont-NEA also believes that counseling services must be provided for all parties involved in sexual harassment cases. (1994) (1999)

I-7. SEXUAL ASSAULT
Vermont-NEA supports efforts that will prevent and protect all individuals from becoming victims of sexual assault, including assault on the basis of gender and/or sexual orientation, preferences or practices.
The Association encourages its locals to work with educational institutions to develop and institute educational programs designed to help people recognize, understand, prevent, combat, and eliminate sexual assault.
The Association believes that counseling services must be provided for students and school personnel who are victims of sexual assault. The Association further believes that when school personnel are the victims of sexual assault, they should receive the full support of their employer in pursuing legal and other remedies. (1994) (1999)

I-8. FAMILY PLANNING
Vermont-NEA supports family planning, including the right to reproductive freedom. (1990)

I-9. NUCLEAR WEAPONRY
Vermont-NEA recognizes that federal spending for nuclear weaponry is being increased while funds for education and other social services are being cut.
The Association supports a mutually verifiable freeze on nuclear weapons as eighteen Vermont town meetings did in 1981 and one hundred sixty-one did in 1982. The Association urges that a mutually verifiable freeze be followed by reductions in every type of nuclear weapon and that these issues be discussed by all.
The Association calls for the transfer of funds from nuclear weaponry to education and other social services, and urges its members to work with other concerned organizations to have this issue brought before the public in any appropriate way.

I-10. ETHNIC-MINORITY EDUCATORS
Vermont-NEA believes that ethnically diverse educators are valuable to the school community. The Association urges local affiliates to work to achieve and maintain ethnic diversity in all categories of educational employment. (2002)

I-11. USE OF PRJUDICIAL TERMS AND SYMBOLS
Vermont-NEA deplores prejudice based on race, ethnicity, religion, sexual orientation, gender, age, disability, size, marital status, or economic status and rejects the use of names, symbols, caricatures, emblems, logos, and mascots that promote such prejudice. (2003)

J. OBTAIN FOR ITS MEMBERS THE BENEFITS OF AN INDEPENDENT, UNITED EDUCATION PROFESSION (2002)

J-1. MEMBERSHIP PARTICIPATION IN THE ASSOCIATION
Vermont-NEA believes that every member has the right and obligation to participate fully in the Association. The opportunity to participate in the Association must be afforded every member without fear, intimidation, or retribution.
The Association also believes that school policies should provide released time without loss of pay to those who are fulfilling leadership responsibilities, attending meetings, or participating in other Association activities. (2002)

J-2. RETIRED MEMBER PARTICIPATION
Vermont-NEA believes that retired members should be active participants within the Association.
Retired members should be involved in areas such as political action, legislative lobbying, member training, crisis assistance, development and maintenance of educational excellence, welfare and safety of children, public relations, and retirement issues. (2002)

J-3. PROMOTION OF TEACHING AS A CAREER CHOICE
Vermont-NEA supports the establishment of organizations involving students interested in the field of education as a profession. The Association believes that it should promote the establishment of such organizations at all age levels and encourage its members to serve as advisors. (2002)



Note: Dates underlined mean the date the Resolution was first adopted.
Subsequent dates mean the year(s) the Resolution was amended.