The Maine Principals' Association - Professional Division

Administrators --
Building Level Principals
Contract Status for Administrators
The Employment of School Principals
Evaluation of Building Level Administrators
Maine State Retirement
Moment of Silence
Recertification
School Based Councils
Shared Decision Making
Site-based Management
The Supply of Principals
Training of Support Staff

Assessment --
Accountability for Student Achievement
Equivalent Instruction Programs
Maine's Comprehensive Assessment System
National Testing
Student Assessment

Funding --
Financial Support for Education
Full Funding of Special Education
School Construction, Renovation, and Repair
Unfunded Mandates

Health/Safety --
Administration of Medication
Blood-borne Pathogens and Sexually Transmitted Diseases
Child Abuse and Neglect
Enrolling Transfer Students
Safe School Environment
School-Aged Child Care
Sharing Critical Information About Students
Relations with Social Service Agencies

Instruction/Learning --
Accountability for Student Achievement
Alternative Education
Beginning Teachers
Character Education
Early Childhood Education
Endorsing Promising Futures: A Call to Improve Learning For Maine's Secondary Students
Extended School Year Calendars
Instructional Time
Learning Results
Middle Level Education
No Child Left Behind
Opportunity to Learn Standards
Probationary Teachers
Teacher Shortage
Year Round Education

Mandates --
No Child Left Behind
Regionalization of School Systems
Truancy/Compulsory School Attendance
Unfunded Mandates

Organizations --
Collaboration with Other Educational Organizations
Ethics and Responsibility of the Media
Relations with Other Social Service Agencies
School/Business Partnerships

Partnerships --
Parental and Community Involvement in the Education of Our Youth
Partnerships for Professional Development
School/Business Partnerships
Regionalization of School Systems

Professional Development --
Beginning Teachers
Partnerships for Professional Development

Technology --
The Importance of Technology
Use of the Internet by Students and Staff

1. Give focus to Association committee work (i.e., the Legislative Committee and the Status and Welfare Committee);

2. Provide a regular vehicle for communicating important beliefs and positions to the general membership and state policy makers;

4. Encourage meaningful discussion and action on important educational issues in grades kindergarten through grade twelve.

The Resolutions Committee is responsible for soliciting suggested resolution topics and accompanying rationale from the membership.

The Resolutions Committee will meet prior to the Fall Conference to consider resolutions and to develop additional statements as appropriate. The Resolutions Committee may refer resolutions to the respective Management Committee when appropriate.

The resolutions will be shared with the Professional Management Committee. If approved, they will then be presented for adoption at a meeting attended by membership. A quorum of 100 members is necessary for an official vote. A two-thirds majority vote of those present and voting is required for ratification.

Individual members wishing to submit resolutions from the floor are permitted to do so provided they have submitted written copies of the proposed resolution to the Chair of the Resolutions Committee and the Chair of the Professional Management Committee at least ten days in advance of the meeting.

If approved, the resolutions will be codified, typed in final form, and distributed to the membership and other policy-makers and influencers.

Every five years, the Resolutions Committee will regularly review existing resolutions and refer revisions to the Professional Management Committee.

WHEREAS, the academic development of all students is one of many responsibilities charged to public schools;

WHEREAS, the public demands accountability for the academic development of all students in public schools as measured by student achievement;

WHEREAS, student achievement is influenced by home, school, soci-economic status, continuity of program, individual aspirations, emotional well-being, and other significant factors;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports the proposition that parents, para-professionals, teachers, principals, superintendents, boards of education, and local residents share accountability for overall student achievement in Maine schools.

WHEREAS, increasing numbers of students with complex medical needs are attending school;

WHEREAS, many school districts are faced with large student to nurse ratios in multiple schools;

WHEREAS, school personnel are being asked on an ever increasing basis to administer medications to students;

WHEREAS, the Maine Principals’ Association is concerned with student safety in regard to the safe handling, storage, administration and documentation of medications by qualified personnel;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association supports the training of on-site, school personnel in the handling, storage, administration and documentation of medications.

WHEREAS, school administrative units must provide learning environments which meet the needs of all students in their attainment of Maine's Learning Results;

WHEREAS, Maine Department of Education rule, Chapter 127, allows school administrative units to establish one or more programs as alternatives to the regular course of study in order to meet the needs of at-risk students;

WHEREAS, alternative programs provide flexible learning environments, educational program sites, and duration of instruction to accommodate student needs;

WHEREAS, alternative programs provide quality educational experiences that support students in attaining Maine's Learning Results and encourage post-secondary opportunities for success;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association strongly encourages school administrative units to provide alternative educational programs for students.

WHEREAS, the daily challenges of classroom preparation, instruction, and management along with a variety of other demands can be overwhelming to beginning teachers;

WHEREAS, individualized professional development offered through staff development initiatives and post graduate studies support beginning teachers and encourage their personal growth;

WHEREAS, peer consultation, collaboration, and mentoring reduce teacher isolation and provide positive support mechanisms for beginning teachers;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association acknowledges the need for principals to actively support beginning teachers and encourages efforts by teacher preparation programs, local school districts, colleges, universities, the department of education, and the state legislature to enhance the preparation and support of beginning teachers.

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Blood-borne Pathogens and Sexually Transmitted Diseases

WHEREAS, blood-borne pathogens (HIV, AIDS, and hepatitis) and sexually transmitted diseases are threats to individuals and society;

WHEREAS, education significantly decreases unsafe behaviors and the transmission of these diseases;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges all school administrative units and educational leaders to provide appropriate research-based educational programs about these diseases and their prevention.

Adopted: 4/95; Amended 11/04

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WHEREAS, Maine education statutes require a principal to be certified in thirteen competency areas;

WHEREAS, current research shows that to be effective a school needs a strong building level principal;

WHEREAS, a building level principal is expected to provide a healthy and safe educational environment;

WHEREAS, a building level principal is responsible for supervising instructional and cocurricular programs which meet the needs of a diverse student population;

WHEREAS, a building level principal is required to implement full inclusion models and support teachers as they work with students who exhibit challenging behaviors;

WHEREAS, a building level principal, to ensure a stimulating learning environment, is required to provide meaningful supervision and evaluation for all staff;

WHEREAS, a building level principal, as the educational leader, is a key person responsible for staff development initiatives;

WHEREAS, a building level principal, as the educational leader, is a key person responsible for the implementation of Maine State Learning Results;

WHEREAS, a building level principal is responsible for budgeting, effective community relations, and the implementation of state, federal, and civil rights law;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association believes, in all but extraordinary cases, each building should have its own full time principal.

WHEREAS, the Guiding Principles in Maine's Learning Results provides the basis for helping young people become responsible, involved citizens;

WHEREAS, empathy and self-discipline provide the foundation on which young people make responsible choices and build strong character;

WHEREAS, the practice of making responsible choices is vital for developing an effective democracy and a law-abiding society;

WHEREAS, service learning provides young people with an opportunity to build character by first helping others and then recognizing how their actions make a difference;

WHEREAS, research supports the premise that children who participate in character education programs show significant improvement in classroom behavior, social problem-solving, and citizenship;

WHEREAS, tolerance for diversity fosters a learning environment that promotes resolving personal differences, encouraging positive relationships, and sustaining safe schools;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports character education as a fundamental means to help students develop self-discipline, tolerance for diversity, and personal responsibility.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association supports character education as an effective way to further sustain and ensure safe schools.

WHEREAS, opportunities for change and innovation should be available to all schools;

WHEREAS, providing public funding for charter schools reduces funding for general education;

WHEREAS, the charter school concept has only been in existence in the United States since 1991, and a significant scientific study of its effectiveness has not been conducted;

WHEREAS, there is no indication that piloting innovation in individual schools leads to overall improvement in education;

WHEREAS, many of the components associated with charter schools such as results-based, school-based decision making and greater community involvement are currently under consideration for piloting in existing Maine schools;

WHEREAS, ongoing efforts to restructure schools through the establishment of state standards created by the Task Force on Learning Results have not had sufficient time to be implemented and assessed;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association does not support the concept of charter schools.

WHEREAS, serious problems of neglect and psychological, physical, and sexual abuse of children exist in Maine;

WHEREAS, the school staff is mandated to report information leading to the identification of abuse and neglect;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association encourages school districts to adopt policies and procedures for coordinating human services in reporting suspected child abuse and neglect, provide in-service training for school personnel, and provide information on responsible and appropriate parenting behavior in curricula from early childhood through adult education programs.

WHEREAS, the MPA recognizes that it is not alone as an educational association that concerns itself with providing the best possible education for Maine’s students;

WHEREAS, the influence educators exert in school funding, retirement, educational legislation and other pertinent issues is increased by collaboration;

THEREFORE, BE IT RESOLVED that the MPA is committed to collaborating with other education professional associations, coalitions, and consortiums to achieve common statewide goals to assure the success of all Maine’s students.

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Commercialism

WHEREAS, multiple forms of commercialism exist in schools;

WHEREAS, commercialism in schools is a complex phenomenon that reflects powerful economic, social, cultural, and political forces;

WHEREAS, budget constraints have contributed to the increase of commercialism in schools;

WHEREAS, attendance at school is mandatory, and most students are impressionable;

WHEREAS, commercialism can impact school operations, instruction, and students' health and wellbeing;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges local school administrative units to develop policies and procedures governing commercialism in their schools.

Adopted: 4/05

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WHEREAS, the Maine Principals' Association exists to promote strong educational leadership in Maine's schools;

WHEREAS, strong leadership by building administrators is essential to the development of quality schools, school improvement, and restructuring efforts;

WHEREAS, longevity in administrative leadership provides continuity in school improvement efforts and promotes stable school environments;

WHEREAS, building administrators have less contractual protection under current law than other educators;

THEREFORE, BE IT RESOLVED that the MPA strongly supports minimum administrative contracts of three years, with annual extension provisions, inclusive in current and future laws pertaining to administrative contracts, and a level of protection equal to other educational personnel.

WHEREAS, quality early childhood programs for all children provide equal opportunities to learn;

WHEREAS, recent research in child development has revealed the optimal learning potential of very young children;

WHEREAS, quality early childhood programs, including full-day kindergarten, provide children with a variety of experiences, greater opportunities for screening and assessment, and a language-rich environment that is child-centered and developmentally appropriate;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association supports early childhood programs, including full-day kindergarten, which provide high quality experiences that address all aspects of child development, including social, emotional, intellectual, and physical growth for all children.

WHEREAS, the Maine Principals' Association believes that one aspect of effective leadership is protection of the rights and personal welfare of the educational leader;

WHEREAS, these elements will provide the school principal with the freedom necessary to carry out professional responsibilities without concern of reprisal;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges the Maine Legislature to pass legislation that will provide due process for principals.

Endorsing Promising Futures: A Call to Improve Learning for Maine's Secondary Students (the report of the Maine Commission on Secondary Education, 1998)

WHEREAS, historically Maine secondary schools have remained consistent in their traditional approaches with student populations;

WHEREAS, significant institutional, instructional, and methodological changes particularly at the secondary level of education have been difficult to implement;

WHEREAS, Maine's Learning Results have mandated a more complex framework for educating students today;

WHEREAS, Promising Futures promotes dialogue among stakeholders in education to define and prioritize student needs based on the recommended core principles;

WHEREAS, effective secondary schools should continuously reflect on core practices for teaching and learning and implement action plans aligned with changing student needs;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association endorses the report, Promising Futures: A Call to Improve Learning for Maine's Secondary Students, as an excellent opportunity to improve current structures and practices through serious reflection.

WHEREAS, a safe and orderly environment is demanded by the public and recognized as an essential component of effective schools;

WHEREAS, students, teachers, administrators, and other school personnel are entitled to learn and work in a safe and orderly environment that is free from intimidation and harassment;

WHEREAS, Maine state law requires school officials to share, upon request, critical information regarding suspensions and expulsions involving transfer students;

WHEREAS, Maine State law gives school officials the authority to decline enrollment of a student who has been expelled or suspended and not reinstated in a prior school unit or is currently a subject of an expulsion or suspension proceeding;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports the right of schools to refuse the enrollment of transfer students until such critical information is provided or the conditions of reinstatement have been met.

WHEREAS, Maine education statutes include provisions for equivalent instruction programs;

WHEREAS, a portion of our student population participates in equivalent instruction programs;

WHEREAS, current equivalent instruction programs must provide approved educational plans;

WHEREAS, any effective and appropriate instructional program must include standards for student achievement;

WHEREAS, the legislature has mandated guiding principles and content standards articulated in Maine's Learning Results for all students;

WHEREAS, the Maine Principals' Association endorses the guiding principles and content standards articulated in Maine's Learning Results for all students;

THEREFORE, BE IT RESOLVED, that the Maine Principals' Association believes all equivalent instruction programs should include assessments based upon Maine's Learning Results.

WHEREAS, news about what happens in Maine schools is important to all Maine people;

WHEREAS, news about Maine schools should include the good stories and the challenges;

WHEREAS, the media has a vital interest and responsibility to report developments in Maine schools;

WHEREAS, the public's opinion of schools is largely shaped by what is reported by the media;

WHEREAS, reliable and responsible media should be committed to the principles of truth in reporting, including an accurate, unslanted, and complete perspective;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports responsible efforts by the media to report a variety of events with a complete and truthful view of what happens in Maine schools.

LET IT BE FURTHER RESOLVED that the media should accept its responsibility to avoid the sensationalizing or over-reporting of school crises and tragedies.

WHEREAS, all schools in the State of Maine face an increased challenge to prepare students for the complex demands of the 21st Century;

WHEREAS, Maine building administrators are leaders in directing the change initiatives in their schools;

WHEREAS, on-going collegial supervision and evaluation are key ingredients in stimulating and insuring continuous professional growth;

THEREFORE, BE IT RESOLVED that the MPA endorses the practice that all building administrators regularly conduct a self-evaluation, receive a formal evaluation of job performance, and engage in collaborative goal setting consistent with those evaluations.

WHEREAS, traditional school year calendars were created primarily to accommodate the needs of an agricultural society;

WHEREAS, many developmental and educational needs are in direct conflict with the confining structures of existing school calendars;

WHEREAS, extended school year calendars provide more opportunities for appropriate and improved learning experiences for students and staff;

WHEREAS, numerous and significant initiatives in education impact teaching and learning;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association encourages school districts to involve all stakeholders in comprehensive discussions and analyses for the need and feasibility of extended school year calendars.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association urges the legislature to appropriate fiscal resources to support extended school year calendars.

Financial Support for Education Note: This resolution combines Financial Support for Education [1990] and School Funding [1991].

WHEREAS, the Maine Principals' Association believes that equal access to education must be available to all students regardless of the wealth of the communities in which they reside;

WHEREAS, financial support for public education must be shared by local, state, and federal governments;

WHEREAS, there are significant differences in the financial ability of local municipalities to support education;

WHEREAS, the Maine Principals' Association believes that adequate state financial support for schools has a significant impact on educational programs;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges the State of Maine to fulfill its commitment to fund at least 55% of the cost of education;

BE IT FURTHER RESOLVED that the Maine Principals' Association urges the State of Maine to explore alternative funding mechanisms in order to decrease reliance on local property taxes and to provide adequate and equitable financial support for public education.

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Full Funding of Special Education

WHEREAS, the Maine Principals' Association believes that special education programs are essential for providing a free and appropriate public education for students with disabilities;

WHEREAS, educational programming provided within school administrative units differs from student to student based on their needs;

WHEREAS, existing laws have caused special education budgets to increase substantially regardless of a school administrative unit's ability to pay;

WHEREAS, unpredictable program costs place demands on school administrative units;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges Congress and the State Legislature to continuously review and fully fund special education laws.

Adopted: 11/95; Amended 11/04

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WHEREAS, technology should be used throughout education in Maine as a tool to increase learning;

WHEREAS, Maine educators must be provided training, equipment, time and ongoing support to utilize technology;

WHEREAS, Maine must develop technology standards for school building construction and renovation which identify minimum technical standards for equipment, support personnel, and system/network compatibility;

WHEREAS, Maine’s local education agencies must take responsibility for initiating and developing their own comprehensive technology plans;

WHEREAS, Maine educational administrators must take leadership roles in bringing technology into schools;

THEREFORE, BE IT RESOLVED, that the Maine Principals’ Association believes that since educators and students must expand their knowledge and enhance the quality of education by using various forms of technology, funding for technology must be a priority at the state and local levels.

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Increasing Daily Instructional Time

WHEREAS, the Maine Principals' Association strongly supports students meeting and exceeding standards in the Learning Results;

WHEREAS, the Maine Principals' Association recognizes research that time on task increases student achievement, and that the traditional school day has not kept pace with changes brought on by standards-based education;

WHEREAS, the achievement of standards is of paramount importance for Maine students to successfully participate in the world marketplace;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges school administrative units to increase daily instructional time for students.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association advocates for the legislature to appropriate fiscal resources to support increasing daily instructional time.

Adopted: 4/05

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WHEREAS, there are state and national laws which mandate the successful academic achievement of all students;

WHEREAS, numerous non-academic activities compete for limited instructional time;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association believes instructional time for academic programs must be given priority.

WHEREAS, the Maine Principals’ Association recognizes the importance of developing learning results, a comprehensive list of what students should know and be able to do by the time they leave school;

WHEREAS, the Maine Principals’ Association believes that the collaborative process by which the Task Force developed the learning results constitutes important work of teachers, principals, parents and students across the state at building a statewide consensus about what high academic standards should be;

WHEREAS, the Maine Principals’ Association strongly supports providing resources to schools and communities as they restructure so all children can achieve these results;

WHEREAS, the Maine Principals’ Association recognizes the need to support schools and communities that have already developed local learning results;

WHEREAS, the Maine Principals’ Association strongly supports development at the local level of strategies to be used to help children reach the learning results;

WHEREAS, the Maine Principals’ Association recognizes the benefit of professional development opportunities for educators, emphasizing effective approaches in helping students reach the learning results;

WHEREAS, the Maine Principals’ Association recognizes the responsibility of the community in helping students reach the common learning results;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association endorses the work of the Task Force on Learning Results, urges the development of opportunity-to-learn standards that support schools and communities as they restructure so that all students will attain the learning results; and urges equitable and adequate funding in order to create and maintain an equal opportunity for all students in Maine to learn.

WHEREAS, the Maine Principals’ Association recognizes that the Maine Educational Assessment is one of many tools that provides data to communities to assist them in facilitating discussion about their schools;

WHEREAS, parents and communities recognize the Maine Educational Assessment as a measurement tool;

WHEREAS, the Maine Educational Assessment is one means to indicate areas of strengths and weaknesses in individual schools and districts over time;

THEREFORE, BE IT RESOLVED that the MPA supports the use of the Maine Educational Assessment as one measure that provides data that may be used over time to support school improvement efforts.

WHEREAS, the Maine State Retirement System is an integral component of the professional and personal security of educators and should provide retirees with a solid base for their future welfare;

WHEREAS, inequities exist in the Maine State Retirement System among educators and between educators and other public employees covered by the retirement system;

WHEREAS, the Maine State Retirement System impacts the recruitment and retention of educators;

WHEREAS, various health insurance, retirement eligibility, and benefit taxation issues serve as disincentives for people entering or remaining in education;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges the legislature to reexamine the Maine State Retirement System and to support system changes that adequately and equitably support educators.

WHEREAS, the Maine legislature has required local education agencies to have a comprehensive assessment system in place by school year 2002-03;

WHEREAS, local education agencies, in partnership with the Maine Department of Education, will determine whether a comprehensive assessment system is providing multiple measures for students to demonstrate their knowledge and performance of standards as outlined in the Learning Results;

WHEREAS, the Maine Department of Education has limited resources to support the development of comprehensive assessment systems;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association believes the legislature must meet its obligation to provide sufficient funding for professional development.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association believes the legislature must meet its obligation to help the Department of Education supply the additional personnel needed to offer technical assistance necessary to assist districts in developing their comprehensive assessment systems.

WHEREAS, early adolescence (10-15) is a distinct, critical developmental period;

WHEREAS, early adolescents experience tremendous physical, mental, social, and emotional changes;

WHEREAS, attitudes and values are often shaped and formed during early adolescence;

WHEREAS, substantive information and research about early adolescence should be shared and discussed by stakeholders to extend their knowledge and determine actions that would support the development of young adolescents;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association recognizes the importance of developmentally responsive and academically rigorous middle level schools.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association believes that local districts should recognize the importance of middle level education as they plan programs and allocate resources within their systems.

WHEREAS, the Maine Principals’ Association recognizes the constitutional separation between church and state;

WHEREAS, the Maine Principals’ Association recognizes there are circumstances when it is important for schools to provide time for personal reflection;

THEREFORE, BE IT RESOLVED that the MPA supports local options permitting designated moments of silence.

WHEREAS, the greatness of America is a result of the many contributions and sacrifices of its diverse population groups;

WHEREAS, the composition of school populations has become more pluralistic in Maine;

WHEREAS, students, educators and community members need to be aware of and develop a sensitivity to ethnic and cultural diversities;

WHEREAS, educators must provide quality educational opportunities to assist all students in acquiring a knowledge of diverse cultures and recognition for the worth and rights of all people;

THEREFORE, BE IT RESOLVED that the MPA urges all school districts and educational leaders to recognize the need for, to support implementation of, and to maintain multicultural and tolerance programs through the curriculum.

WHEREAS, the Maine Principals’ Association recognizes that national testing can be one of many tools that provides data to communities and facilitates discussion about local schools;

WHEREAS, Maine schools are facing unprecedented changes in curriculum, instruction, and assessment as they work on local implementation of Maine’s Learning Results;

WHEREAS, Maine schools currently administer a variety of local, state, and national assessments;

THEREFORE, BE IT RESOLVED, that while the Maine Principals’ Association supports the voluntary participation of local school districts in a national testing program, we strongly oppose mandatory national testing.

WHEREAS, the Maine Principals' Association firmly believes in the principles and practices of accountability and affirms on-going authentic assessment and evaluation of students, schools, and administrators alike;

WHEREAS, Maine stands at the forefront of educational reform and improvement as demonstrated by the Learning Results and standards-based requirements, which have proved beneficial in educating Maine's children, who regularly score at or near the top of the National Assessment of Educational Progress (NAEP) and similar measures;

WHEREAS, the "No Child Left Behind" Act relies on the extensive testing of students and ignores whether or not research can demonstrate that this measure improves instruction and students' learning, thus, actively undermining years of standards-based education reform and improvement in Maine;

WHEREAS, the "No Child Left Behind" Act was designed primarily for urban areas and the furthering of school choice, vouchers, and increased federal control of education and does not reflect the realities or needs of rural or small states such as Maine;

WHEREAS, the federal government has not followed through on the fiscal promises made in support of the "No Child Left Behind" Act, and the Act carries excessive burdens of bureaucracy and reporting thereby further diverting scarce resources from instruction;

WHEREAS, the "No Child Left Behind" Act disenfranchises special education students and limited English proficient students by not taking into account their unique educational needs;

WHEREAS, as a result of the "No Child Left Behind" Act, many fine teachers will be labeled as less than "highly qualified" solely by virtue of the fact that they teach multiple core subjects;

WHEREAS, the "No Child Left Behind" Act is punitive in nature and excessive in the number of ways in which a student, teacher, or school might be labeled as failing and, furthermore, offers little or no suggestion on how to improve.

WHEREAS, the "No Child Left Behind" Act drastically shifts control of educating our children to the federal government, where there is no constitutional basis to do so;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association strongly urges educational organizations in Maine, the state's elected officials, and our congressional delegation to work to correct the counter-productive aspects of the "No Child Left Behind" Act, while maintaining and building upon our own successes in school improvement and accountability.

WHEREAS, the Maine Principals’ Association supports the concept of guiding principles and content standards articulated in Maine’s learning results;

WHEREAS, the Maine Principals’ Association supports the concept of a results-based education system;

WHEREAS, conditions in different districts do not always provide equitable opportunities for students to learn;

WHEREAS, current expectations for students vary widely and limit high and low achieving students;

WHEREAS, current research recognizes new methods for teaching and learning that allow all students to experience success and meet high expectations;

WHEREAS, opportunity to learn standards -- i.e., conditions and resources necessary to give students an equal chance to meet the guiding principles, content standards, and upcoming performance standards -- must be articulated and acted upon;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association supports the development of opportunity to learn standards that ensure all students receive an equitable education.

WHEREAS, interactions and influences beyond the classroom directly affect a student’s ability to learn and to participate in school activities;

WHEREAS, the extra demands placed on our youth by an increasingly complex technological society require that schools recognize and work with parents, employers, and community groups to develop partnerships and alliances making the education of each student a priority;

WHEREAS, students benefit from the experience, knowledge, and financial support that parents, businesses, and other community groups provide when they are partners in education;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association recognizes the importance of building and maintaining both partnerships and alliances with parents, businesses, and other community groups and encourages all school administrators and educators to provide opportunities for parents, businesses, and other groups to actively participate in the complex process of educating students.

WHEREAS, state and federal laws require a free and appropriate education for all students irrespective of the communities' ability to pay;

WHEREAS, the commitment to excellence in Maine schools through the adoption of the Learning Results serves as a means of promoting educational quality for all Maine students;

WHEREAS, limited resources and the scope of educational reform increase the pressure on schools to identify and deliver quality programs for all students;

WHEREAS, research shows that collaborative, on-going professional development is a common characteristic of successful partnership programs;

WHEREAS, effective partnership programs enhance professional development opportunities, maximize the potential for individual growth, and improve learning for children;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association encourages local schools to establish partnership programs as they continuously build their capacities to learn and share.

WHEREAS, research shows that a strong principal is a vital component of school improvement and student achievement as steward of the learning culture and sustainable change;

WHEREAS, the principal, through leadership, impacts instructional practice through familiarity with the most effective and latest research supported instructional strategies, regular observation of applied practice in the classroom, and feedback both evaluative and supervisory to educational practitioners;

WHEREAS, leadership sets the standard for roles and actions that reflect broad involvement, collaboration, and collective responsibility;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association calls for principals to stay current in research-based strategies and effective practices, to regularly observe in the classroom, and to engage in professional conversation with the intention of improving student achievement.

WHEREAS, current professional preparation and certification require an increasing personal and financial investment from prospective teachers;

WHEREAS, current professional preparation and certification requirements are becoming increasingly rigorous for probationary teachers;

WHEREAS, extenuating circumstances can sometimes prevent full or fair assessment of a probationary teacher's professional competency;

WHEREAS, failure to be granted a continuing contract is a primary indicator of a probationary teacher's professional competency;

WHEREAS, failure to be granted a continuing contract could affect a probationary teacher's ability to obtain Professional Certification status from the State of Maine;

WHEREAS, all effective probationary teachers do not necessarily demonstrate their full potential within a two year probationary period;

WHEREAS, current Maine state law can influence the decision of supervising administrators to non-renew probationary teachers who have not yet demonstrated their full potential;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports extending the probationary period for new teachers to three years.

WHEREAS, the Maine Principals’ Association recognizes the changing nature and needs of the student population;

WHEREAS, the Maine Principals’ Association recognizes that specific skills and strategies are necessary to effectively and compassionately instruct all students;

WHEREAS, the Maine Principals’ Association recognizes that staff development is necessary and must be on-going;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association urges all school districts to initiate staff development opportunities that focus upon the development and refinement of skills that will aid students with different learning styles and special needs.

WHEREAS, the MPA recognizes the value of the current recertification/renewal process for all building level administrators to maintain certification;

WHEREAS, current research and responses from administrators support the continuation of this process which causes reflection and self-assessment leading to continued professional growth;

WHEREAS, the MPA recognizes the collegiality and collaboration that is established through the meaningful interactions that result from the recertification/renewal process;

THEREFORE, BE IT RESOLVED that the MPA supports the continuation of the recertification/renewal process for principals and assistant principals which requires them to develop and submit an Administrator Action Plan (AAP) based upon a personal needs assessment to local certification boards.

WHEREAS, many successful regional collaborative efforts support local school district initiatives;

WHEREAS, the development of harmonious, collaborative relationships among school communities, administrators, teachers, parents, students, and other stakeholders are essential in continuous efforts to improve education in any school system;

WHEREAS, the development of such relationships requires both continuous and immediate communication among the stakeholders;

WHEREAS, regionalization efforts need to recognize the importance and strength of a local governance system which is based on a decision making process that is as close as practically possible to its stakeholders;

WHEREAS, there is no body of significant research which suggests that broad regionalization leads to increased student achievement;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports only locally initiated regionalization efforts.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association opposes state mandated regionalization.

WHEREAS, schools have assumed a greater role in providing services related to the health and welfare of students;

WHEREAS, limited resources restrict the ability of schools and social service agencies to independently provide student support services;

THEREFORE, BE IT RESOLVED that schools and social service agencies must work collaboratively to find ways of delivering needed student support services while not jeopardizing the limited resources available to schools to deliver instruction.

WHEREAS, a safe and orderly environment is recognized as an essential component of effecitve schools;

WHEREAS, changes in society and family structure have greatly impacted the educational process;

WHEREAS, educators recognize the necessity of having law-abiding, weapon-free students who are free of chemical influence, physically and emotionally healthy, and ready to learn;

WHEREAS, students, teachers, administrators, and other staff need a safe, orderly and non-violent environment, free of intimidation and harassment, in which to learn and work;

WHEREAS, Maine state law requires all schools to adopt a unit-wide code of conduct and crisis response plan;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association strongly supports collaborative efforts of school communities, law enforcement agencies, medical and mental health organizations, and public safety departments in adopting policies and establishing comprehensive plans for keeping Maine schools safe and conducive to learning.

WHEREAS, the MPA recognizes the increasing number of families with parents working outside the home and the steady growth in the number of single-parent families;

WHEREAS, the MPA recognizes that in today's changing family structure many of our school-aged students are left alone at home after school;

THEREFORE, BE IT RESOLVED, that the MPA supports the development of affordable school-aged child care programs, school-, work-, and community-based, staffed with qualified personnel for use by all families with children.

WHEREAS, school communities, administrators, teachers, parents, students, and other stakeholders share a common desire to improve schools;

WHEREAS, the individual views of school communities, administrators, teachers, parents, students, and other stakeholders may not necessarily be aligned on all school reform and improvement issues;

WHEREAS, a permanent forum for school communities, administrators, teachers, parents, students, and other stakeholders insures continuous dialog and helps promote a common vision for school improvement;

WHEREAS, the substantive changes prescribed in school reform efforts have a greater likelihood of becoming permanent in building cultures when school communities, administrators, teachers, parents, students, and other stakeholders have a part in decision making;

WHEREAS, building level principals are recognized as key figures responsible and accountable for effecting and sustaining changes in schools;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association supports each school system’s effort to establish school based councils to facilitate site-based management and shared decision making.

WHEREAS, MPA believes that improved communication between businesses and schools will strengthen the educational opportunities for the community;

WHEREAS, schools and businesses are encouraged to enter into mutually beneficial partnerships which, through a variety of carefully planned activities, may offer students a significant broadening of the knowledge and skills necessary for a successful future;

WHEREAS, principals and business leaders collaborating creatively will enhance their understandings of one another as well as the educational experiences available to learners;

THEREFORE, BE IT RESOLVED that MPA urges principal to initiate school/business partnerships in their school units and their individual schools.

WHEREAS, the MPA is committed to policies that strengthen all schools and provide equal opportunities for all children;

WHEREAS, the MPA believes that emphasis should be placed on providing a quality education for all children;

WHEREAS, the commitment to ensure excellence in Maine schools by the adoption of Learning Results will serve as a means of achieving educational quality for all of Maine’s students;

WHEREAS, the MPA believes that the unrestricted practice of allowing state subsidies to follow students to other districts and private schools would undermine our commitment to universal public education for all children and would jeopardize our efforts to provide educational equity for all students;

THEREFORE, BE IT RESOLVED that the MPA supports the efforts of local school districts to establish intradistrict choices in the best interest of students and voluntary efforts among school units to establish and maintain regional programs for the benefit of students;

WHEREAS, appropriate educational options for students currently exist within, between, and outside of public schools in Maine;

WHEREAS, Maine education and school statutes set standards for all public schools;

WHEREAS, all non-public schools are not required to meet the same state education and school statutes;

WHEREAS, school choice vouchers would drain resources from Maine’s public schools;

WHEREAS, school choice vouchers in some cases would violate the separation of church and state;

WHEREAS, school choice vouchers would not provide all students with equal opportunities to learn;

THEREFORE, BE IT RESOLVED, that the Maine Principals’ Association strongly opposes any measure to implement a school choice voucher system in Maine.

WHEREAS, the Maine Principals’ Association has long recognized the need to revise and improve the process of obtaining state aid for necessary school construction projects;

WHEREAS, the Maine Principals’ Association recognizes an increasing need to upgrade and improve the infrastructure of Maine’s public schools;

WHEREAS, the Maine Principals’ Association recognizes that in some areas mandated programs and/or growing student populations crowd available space;

WHEREAS, the Maine Principals’ Association recognizes that many existing buildings are still useful, but are in critical need of renovation and/or repair;

WHEREAS, the Maine Principals’ Association believes that construction funds should be distributed using an established criterion that accounts for health and safety factors, compliance deficiencies, cost effectiveness, and district needs;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association advocates for public policy which establishes a fair, efficient means to prioritize and provide adequate funding for new construction or renovation and/or repair in Maine’s public schools.

WHEREAS, continuing the dialogue between schools and their stakeholders is essential to meeting the academic and social needs of students;

WHEREAS, the development of harmonious relationships among school communities, administration, teachers, parents, students, and other stakeholders is essential in continuing the dialogue on improving student achievement;

WHEREAS, research suggests that shared decisions help promote a common vision for school improvement;

THEREFORE, BE IT RESOLVED the MPA supports the aforementioned tenets of shared decision making,

LET IT BE FURTHER RESOLVED that the MPA supports each school system as it further defines shared decision making and sets clear parameters for its implementation.

WHEREAS, schools are mandated to provide an appropriate educational program for eligible students;

WHEREAS, Maine state law requires schools to share critical information regarding suspensions and expulsions involving transfer students;

WHEREAS, Maine state law requires district attorneys to share critical information regarding juvenile offenders involved in violent crimes;

WHEREAS, the public demands that schools provide a safe and orderly environment as an essential component of effective schools;

WHEREAS, students, teachers, administrators and other staff are entitled to a safe and orderly environment as an essential component of effective schools;

WHEREAS, students, teachers, administrators and other staff are entitled a safe and orderly environment in which to learn and work;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports the right of schools to know and share critical information regarding students to promote the academic, social, emotional, intellectual, and physical well-being and safety of all members of the school community.

WHEREAS, school improvement and reform efforts are ongoing and essential to the evolution of quality schools;

WHEREAS, it is recognized that effective educational change usually originates at the building level;

WHEREAS, effecting and sustaining change necessitates having genuine authority over building budgets, personnel, curriculum, instruction and assessment;

WHEREAS, schools are being held increasingly more accountable for student achievement;

THEREFORE, BE IT RESOLVED that the MPA endorses the concept of site-based management; and

LET IT BE FURTHER RESOLVED that the MPA supports each school system as it defines site-based management.

WHEREAS, Maine Principals' Association recognizes that support of various legislative and governing bodies is essential to the improvement of education;

WHEREAS, Maine Principals' Association understands that these legislative bodies are sincere in their desire to improve education when they develop policies for statewide and national assessments;

WHEREAS, Maine Principals' Association recognizes that learners are unique in growth and development and that many factors influence academic achievement;

WHEREAS, academic achievement must be mearsured collectively and individually by a comprehensive system comprised of multiple forms of assessment;

WHEREAS, Maine's Comprehensive Assessment System has three purposes: to inform and guide teaching and learning; to monitor and hold school administrative units accountable in achieving the Learning Results; and to certify achievement of the Learning Results;

WHEREAS, school administrative units shall demonstrate how school and student assessment data are used to evaluate, develop, and improve curriculum, instruction, and assessment;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges educators, and policy makers, to work collaboratively to develop and implement sound assessment practices that improve student learning and certify the attainment of local and state standards.

WHEREAS, stress factors and increasingly unreasonable work demands contributed to the shortage;

THEREFORE, BE IT RESOLVED that to keep effective qualified principals in education, local school districts must collaborate with principals to develop better work environments conducive to effective leadership.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association support professional development leadership programs and encourages qualified candidates to aspire to the principalship.

WHEREAS, research has demonstrated that students who participate in co-curricular activities are more academically successful and less likely to drop out of school;

WHEREAS, co-curricular activities provide students with opportunities to develop skills and values such as teamwork, sportsmanship, discipline, integrity, and fairness;

WHEREAS, co-curricular activities positively contribute to the overall school climate;

WHEREAS, co-curricular activities have long been a vital part of a student's school experience; WHEREAS, charging fees for participating in school activities will exclude some students from participating;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association urges local school administrative units to preserve the integrity of co-curricular activities by recognizing their worth to individual students and to the schools;

LET IT BE FURTHER RESOLVED that the Maine Principals' Association urges school administrative units to fully fund co-curricular activities;

LET IT BE FURTHER RESOLVED that the Maine Principals' Association opposes the use of participation fees in co-curricular activities.

WHEREAS, the U.S. Department of Education predicts two million teachers will be needed nationwide over the next decade to compensate for retirement and enrollment growth;

WHEREAS, Maine is experiencing a shortage of qualified teachers particularly in areas such as modern languages, mathematics, sciences, and special education;

WHEREAS, a significant number of teachers leave the profession at the beginning of their careers;

WHEREAS, salaries and benefits, a lack of professional respect and support, and complex teacher certification requirements discourage people from entering and remaining in the teaching profession;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association calls for action at the local and state levels to address the teacher shortage with creative, flexible responses to enhance the attractiveness of the teaching profession, to encourage entry, and to provide meaningful induction programs for beginning teachers.

WHEREAS, the Maine Principals’ Association recognizes the building principal as the school official responsible for support staff in the schools;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association strongly supports preservice and inservice programs for support staff to assist them in working with children;

LET IT BE FURTHER RESOLVED that the Maine Principals’ Association urges all school boards and administrators to encourage attendance and provide adequate financial resources for school support staff to participate in appropriate professional training and workshops.

WHEREAS, the MPA recognizes that students who do not attend school on a regular basis develop gaps in their learning;

WHEREAS, the MPA recognizes that attendance patterns set in the early years of school often continue through secondary schooling and the work place;

WHEREAS, an educated and informed citizenry is the backbone of our communities, state, and nation;

WHEREAS, all persons, including parents and students, should learn respect for the law;

THEREFORE, BE IT RESOLVED that the MPA urges the Legislature to enact effective laws relating to school attendance and truancy that are clearly and properly enforceable within the state's legal system and other state agencies to devise means of holding students, families, and schools accountable for school attendance.

WHEREAS, unfunded mandates place an undue burden on the ability of communities to continue support of educationally sound programs deemed important locally;

WHEREAS, the intention of mandates is to improve education they often, in fact, threaten the elimination of current educationally sound programs;

WHEREAS, most districts are unable to absorb these new financial obligations without impacting current programming or increasing the local tax rate;

THEREFORE, BE IT RESOLVED that the MPA supports mandates that are reasonable in nature and fully funded.

WHEREAS, the increased use of the Internet is inextricably linked to the acquisition, distribution, and sharing of information;

WHEREAS, responsible use of the Internet must be acknowledged as an essential skill;

WHEREAS, the Internet contains many sites from which to acquire both accurate and inaccurate information;

WHEREAS, there is no standard against which to measure the accuracy or validity of information posted on the Internet;

WHEREAS, inappropriate Internet use can expose students and staff to financial, emotional, or even physical danger;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports the responsible use of the Internet by students and staff.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association supports the efforts of local districts to use filtering software or other programs that prevent access to sites promulgating violence, hate, discrimination, pornography, or any other dangerous or inappropriate use.

WHEREAS, a safe and orderly environment is an essential component of effective schools;

WHEREAS, students, teachers, administrators, and other school personnel are entitled to learn and work in a safe and orderly environment;

WHEREAS, intimidation, harassment, vandalism, and theft have a negative impact on school climate and on the financial resources of schools;

WHEREAS, cultural acceptance allows for unprecedented surveillance supported by court rulings and state statutes;

THEREFORE, BE IT RESOLVED that the Maine Principals' Association supports local school administrative units which use surveillance equipment on school property as a deterrent to activities that are detrimental to the mission of their schools.

LET IT BE FURTHER RESOLVED that the Maine Principals' Association urges local school administrative units to develop policies and procedures prior to installing surveillance equipment.

WHEREAS, year-round education makes efficient use of resources and provides opportunities for program planning, staff development, special enrichment programming and remediation for students;

WHEREAS, year-round education enhances student learning by distributing instructional time equally over twelve months thus reducing loss of knowledge and the need for excessive review due to extended vacation time;

WHEREAS, studies show year-round education has had a positive effect on absenteeism, the drop-out rate, discipline, vandalism, and school climate in districts where it has been implemented;

WHEREAS, year-round education better reflects the life-style of our society in the 21st century;

THEREFORE, BE IT RESOLVED that the MPA supports the concept of year-round education as a viable means to enhance student learning.

Citizen Involvement in Schools

WHEREAS, the MPA recognizes that all schools can best meet the needs of students when there is open and on-going communication and interaction between the school and parents and other adult citizens within the community;

WHEREAS, the MPA recognizes that meaningful involvement in the schools by parents and other adults within the community enhances student achievement;

THEREFORE, BE IT RESOLVED that the MPA urges all school districts and educational leaders to implement programs, policies, and practices that foster constructive parental involvement and that make use of adult volunteers as a means of enriching the learning experiences of students and the building of better school-community relationships.

Adopted: 11/95

WHEREAS, commercial vendors are increasingly marketing their products to children and young people as a means of encouraging brand loyalty early in life;

WHEREAS, schools are prime targets for aggressive marketing campaigns because attendance is mandatory;

WHEREAS, programs such as Channel One require students to be forced to watch commercials in the classroom;

THEREFORE, BE IT RESOLVED that MPA opposes the use of such commercial programs in school.

WHEREAS, all students need the knowledge, skills, and attitudes to prepare them for a future of personal and vocational options;

THEREFORE, BE IT RESOLVED that MPA supports Maine's Common Core of Learning as a vehicle for rethinking the subject matter content and teaching techniques presently used in Maine schools.

WHEREAS, educational equity is the cornerstone of Maine’s philosophy regarding school funding: that every student should, regardless of the property taxing ability of the community in which he or she lives, receive a fair share of the total education dollars that are available in the state;

WHEREAS, the Maine legislature has instituted a considerable number of mandates for all Maine schools;

WHEREAS, the current economic climate has forced a budgetary crisis that has moved the Legislature to waive some of the educational mandates to ease the burden on school districts, thereby shifting the balance between the programs that wealthier schools and poorer schools can afford to offer;

THEREFORE, BE IT RESOLVED that the MPA appeals to the Legislature to fully fund all existing and future mandates to ensure that each school meets standards established by the state to secure educational equity.

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Goals 2000

WHEREAS, the Maine Principals’ Association finds merit and value in the eight National Education Goals enacted in 1994 as part of the Goals 2000: Educate America Act;

WHEREAS, the association recognizes the differences among Maine communities and their local autonomy regarding education;

WHEREAS, the MPA strongly supports the ongoing improvement of education in Maine;

WHEREAS, the MPA strongly supports the funding necessary to implement the National Education Goals;

THEREFORE, BE IT RESOLVED that the Maine Principals’ Association supports the National Education Goals as a means of focusing attention on education as a top priority of local, state, and federal governments.

Adopted: 4/95

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Instructional Leadership

WHEREAS, various effective teaching strategies are currently being implemented by classroom teachers in Maine schools;

WHEREAS, research findings have identified many strategies as effective teaching methods;

THEREFORE, BE IT RESOLVED that principals and assistant principals must work with teachers and other school leaders to make use of the best research to practice.

WHEREAS, the MPA recognizes the ever changing nature and needs of the student population it serves;

WHEREAS, the MPA recognizes that specific skills and strategies are necessary to effectively and compassionately teach all students so that they will achieve and succeed;

WHEREAS, the MPA recognizes that specific training and staff development is necessary for all staff who teach students with special needs;

THEREFORE, BE IT RESOLVED that the MPA urges all school districts to engage in ongoing comprehensive staff development that focuses upon the development of skills that will aid students with behavior impairments, students who learn at a different rate than other students, and all students who need a differentiated curriculum because of specific individual needs.

WHEREAS, the ability of the schools of today to meet the needs of the learners of the coming century is being questioned by educators, the media, business, government officials, and public in large;

WHEREAS, the recognition that people will need new skills, knowledge, and aptitudes to succeed in tomorrow’s global community has given rise to various discussions about fundamentally restructuring schools;

THEREFORE, BE IT RESOLVED that MPA supports restructuring efforts which are undertaken in partnership with members of the community.

School Funding (was combined with Financial Support for Education [1990] - revised 2003)

WHEREAS, State Government finds itself facing a serious budget shortfall in 1991-92 ($121 million);

WHEREAS, the educational budget represents a significant portion of the total state budget;

WHEREAS, MPA strongly believes that classroom disruption and teacher reductions should not occur during the present school year;

WHEREAS, MPA strongly believes that equal access to education must be available to all students irrespective of the wealth of the communities in which they reside;

THEREFORE, BE IT RESOLVED that as cuts in General Purpose Aid are contemplated, the legislators and the governor are urged to apply the principle of equity to any method of reducing the state subsidy below the budgeted amount for 1991-92.

WHEREAS, technology provides the tools for economic competition and offers new ways to enhance our creative lives;

WHEREAS, technology offers tools and resources that can contribute to solving many of the issues faced by the nation’s schools;

WHEREAS, instructional technology should be considered in connection with information and communication technology;

WHEREAS, the need to upgrade the technology used in schools grows more critical each day;

THEREFORE, BE IT RESOLVED that educators must expand their knowledge and thoughtful use of instructional, informational, and communication technologies.

If you wish to comment on any aspect of our site we can be reached at mpa@mpa.cc

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