Resolutions Amended at 2017 Convention

PLATFORM AND RESOLUTIONS As Amended at the 2017 Representative Assembly PREAMBLE The Constitution of the North Carolina Association of Educators states the objectives of the Association as: a. the professional advancement of its members; b. the promotion and protection of the welfare of its members; and c. the advancement of the cause of public education. These objectives are further delineated through a Platform and Resolutions which define basic principles and commit the Association to action on adoption by the Representative Assembly. Through the Platform and Resolutions, the members are able to influence Association policy and determine the direction in which the Association shall move. The official position taken by the Representative Assembly shall be the position of the Association. Officers of NCAE and its Divisions must support the policies and programs adopted by the Representative Assembly or the Board of Directors. PLATFORM Definition: The platform shall be defined as a general philosophical belief, which serves as a continuing guide to Association policy. Because NCAE believes that it rests with the education profession to preserve and to advance the democratic way of life, because advocacy for its members is the top priority of the Association, and because the profession itself is obligated to seek ways and means of raising its standards in keeping with its responsibilities, NCAE submits the following continuing program of action: P-1. Public Education. NCAE believes that the people of North Carolina have inherited a commitment and have the responsibility to provide for all a full opportunity for a free, appropriate, high-quality public education. Our present system of free public schools is an indispensable foundation of our democratic way of life. Public education is the chief source of continuing unity, common purpose, and equality of opportunity. NCAE should take responsibility for decision-making and problem-solving which will maintain and strengthen the heritage of free public educational opportunities for all North Carolina children, youth and adults. (1984) (2004) (2008) (2017) P-2. Family Structure. NCAE strongly believes that the family is the basic unit of society within which individuals develop. Through this development, children achieve identity as individuals and as members of a group, and become increasingly capable of independent functioning and of making contributions to society. NCAE should support and honor the family structure. (1990) (2004) (2008) P-3. Family and Community Involvement. NCAE believes that the total environment, including home, school and community affects the mental, emotional and physical well-being of students. NCAE shall support programs which promote positive and responsible involvement of families and the community at large in the public schools. (1986) (2008) (2012) P-4. Excellence in Education. NCAE believes that the continued success of the United States as a participatory democracy and as a world leader is dependent on a shared national, community and individual commitment to excellence in education. The Association also believes that excellence is achieved when students demonstrate the ability to use that which has been taught and have mastery of subjects sufficient for problem-solving, decision-making, and further educational growth. To that end, the Association reaffirms its support of high standards for teaching and learning in which the student becomes an active participant in the educational process. (2008) (2017) P-5. Open Meetings. NCAE believes that the public should be knowledgeable about all aspects of any decisions affecting public education. In that regard, NCAE strongly supports open meetings of governmental bodies and will resist any attempts to weaken the rights of individuals to attend. (1984) (2008) Page 1

P-6. Separation of Church and State. NCAE upholds the Constitutional principle of the separation of church and state and the principle prohibiting the diversion of public tax funds for private purposes. Accordingly, we oppose the use of public tax funds for private schools and opportunity scholarships. (1984) (2017) P-7. NCAE Political Action Committee. NCAE believes that educators must constitute a political force to secure legislation and policy for the improvement of educational opportunities for children and for the election of candidates who view education’s needs as a top priority. The Association, through its Political Action Committee and Government Relations Committee, should be involved in all political races which affect educational issues. (1984) (2008) (2017) P-8. Public Education Funding. NCAE believes the adequate funding of a sound public educational program for all children, youth and adults is an obligation of the state. The right of local districts to support a program in excess of the basic state program should be encouraged and protected. (2017) The Association believes that adequate support of education can be continuously assured so long as our tax program has a broad base, is easily administered, is sensitive to our expanding economic growth, and provides the opportunity for everyone to pay a fair share of the cost. The Association being conscious of the fact that the needs of the state, as reflected in the budgets of public schools, higher education, and the community college system, and especially those of public education, have now outgrown the existing revenue sources. NCAE opposes tax reductions or rebates until public education is fully funded. We support the efforts of NEA to secure full federal funding at the established federal allocated rates to strengthen public education at all levels. (1984) (2004) (2006) (2008) (2017) P-9. Merit Pay. NCAE believes that the present pay structure for educators is inadequate. The Association supports efforts that will provide competitive, professional salaries that will result in higher lifetime earnings. NCAE opposes performance-based/merit pay based on test scores. (1984) (2008) (2017) P-10. Fair Employment and Dismissal Act. NCAE believes in the principles established by the Fair Employment and Dismissal Act and will oppose any weakening of this important legislation. NCAE affirms its belief that all professional educators, including those who are provisional, should be covered by the Act. (1984) (2008) (2017) P-11. Professional Rights and Responsibilities. NCAE believes in the fundamental right of educators to organize in their own self-interest and to speak out in defense of educators, students and parents. NCAE strongly supports the right and responsibility of each educator to be actively involved in all levels of a professional organization. NCAE further believes that these rights should be respected to the extent that there will never be any fear of reprisal or limitation. (1984) (2008) P-12. Educator Standards and Quality Instruction. NCAE believes that one of its major responsibilities lies in maintaining and improving the quality of instruction provided for children in the public schools. NCAE will support at the local, state and national levels all efforts to improve the quality of instruction and the standards of the education profession. NCAE supports a comprehensive program for evaluating and restructuring educational programs. The Association believes that colleges, universities, professional associations and public schools should join in full partnership in the development and implementation of these programs. NCAE urges members of the education profession to avail themselves of pertinent opportunities to improve their professional status and stature. (1984) (1993) (1998) (2008) P-13. Accountability. NCAE believes that educators in conjunction with all stakeholders including, but not limited to, state legislators, local and state boards of education, county commissioners, taxpayers, parents, and students should be held accountable for public education. (1984) (2003) (2008) P-14. Academic Freedom. NCAE takes the following positions in regard to academic freedom and responsibility: a. Control of Education. The control of education should reside in the hands of local schools and local boards of education whose qualifications should include educational attainment and a strong sense of civic responsibility. Their desire to serve should be motivated by a strong desire to improve and promote free public education. Policies developed by these authorities should be the result of cooperative involvement of all school personnel responsible for carrying out such policies. (2008) b. Teacher Involvement. NCAE believes that teachers must be fully involved in the decision-making process in order to enhance and promote the quality of educational programs. This should take place at each school as well Page 2

as at the system level. Teacher participation in the development of any change under any site-based, decisionmaking effort is essential to the success of any such program. (1989, 1990) (2008) (2017) c. Teaching. Every educator has the right, as well as the obligation, to pursue the inherent truth of a discipline and to lead students to explore all avenues of the subject. Such academic freedom, however, does not grant license to use the classroom as a platform for controversial prejudices, for the airing of grievances, or for the negation of the stated purposes of the institution. (2008) d. Curriculum. The development of the instructional program that reflects common core state standards should be a joint effort by those involved; however, the final responsibility for determining the method of delivery should be left to the classroom teachers who are directly affected by the proposed curriculum decisions. (2008) (2017) e. Textbooks, Materials, and Technology. (1) Adequate funding should be in place for current textbooks, materials, and technology tools for all students. (2) The selection of textbooks, teaching materials, and technology should be the responsibility of the professional personnel who will use them, and their selection should reflect our pluralistic society. Those who are charged with this responsibility have an obligation to inform themselves as to the availability and propriety of such textbooks, materials, and technology. (2008) (2013) (2017) f. Techniques of Teaching. Educators should have the opportunity to use those methods of instruction which they find to be most effective and should feel obligated to stay informed of current and innovative practices. Educators should seek the advice of other professional personnel and authorities. (1984) (2008) P-15. Discipline. NCAE believes that: a. effective discipline is essential in promoting an optimum learning environment; (2017) b. effective discipline enhances high expectations and high-quality instruction, thereby promoting self-control and responsible behavior in students; (2017) c. the misuse of discipline is harmful to the educational process and an orderly learning environment; (2017) d. all students have the right to due process and high-quality, appropriate education. (1988) (1992) (2006) (2017) P-16. Unity and Equality. NCAE believes in unity and equality of opportunity for all individuals. The Association further believes in and promotes the cause of social justice. (2009) CURRENT RESOLUTION GOAL AREAS: Goal 1: -Develop a strong program of professional advocacy for education. Goal 2: -Strengthen the Association and increase service to members. Goal 3: -Intensify the drive to protect and secure human, civil, and professional rights. Goal 4: -Improve the economic well-being of educators. Goal 5: -Promote excellence in education. DEFINITION A resolution shall be defined as a formal expression of opinion, intent, belief, or position of the Association. It shall set forth general concepts in clear, concise language, shall be broad in nature, shall state the position of the Association positively, and shall be consistent with the goals of the Association. A resolution is more specific than a Platform item, is a request for something attainable, and is more general in nature and timeliness than a New Business Item. The Resolutions have been separated into categories determined by the goals of the Association. GOAL 1: DEVELOP A STRONG PROGRAM OF PROFESSIONAL ADVOCACY FOR EDUCATION. 1-1. Cooperation with Other Organizations. NCAE believes that the Association should establish lines of communication with other public employees’ organizations and should take a leading role in working with these groups when it is in the interest of the membership of NCAE. (1984) (2007) Page 3

1-2. High School Future Teacher Chapters and Teacher Cadet Programs. NCAE believes that strong programs of teacher recruitment are necessary to maintain and enhance the teaching profession. NCAE also believes that the establishment of High School Future Teacher Chapters and Teacher Cadet Programs is essential in the recruitment of highly qualified men and women into the education profession in North Carolina. These programs should be advised by NCAE members. (1984) (2001) (2007) (2008) 1-3. Higher Education. NCAE values the Association affiliates among institutions of the North Carolina Community College System, the greater University of North Carolina, and private colleges/universities of North Carolina. NCAE recognizes the legitimate demands of students and faculty members for a greater voice in the governance of the colleges and universities. NCAE believes that continual support and improvement of working conditions, programs and salaries for its members are vital at these institutions. NCAE also believes that students and faculty members should be included on commissions, committees and boards of colleges/universities whose function is to determine the policy of the institution. (1984) (2004) (2007) (2008) 1-4. Community College System. NCAE believes that a faculty member should be placed on the Board of Trustees of each institution in the North Carolina Community College System. (1984) (2008) 1-5. Historically Black Colleges, Universities, and Law Schools. NCAE recognizes the past, present, and future contributions of Historically Black Colleges, Universities (HBCUs), and law schools. NCAE believes that HBCUs and law schools should be fully funded, and upgraded to be made equal to all other state-supported institutions and law schools. Furthermore, these HBCUs and law schools should not be subject to closing based on state funding. (1984) (2007) (2008) (2013) (2017) 1-6. Educator Shortage. NCAE believes that lateral-entry and out-of-field teachers should be provided with appropriate subject and educational certification courses, as a job benefit, that do not interfere with teaching/job time and are within a reasonable geographic setting. (2008) 1-7. Advanced Degrees. NCAE believes that all educators should have equal opportunity to advance their degree, and be compensated, in any specialty or discipline area. (2008) (2017) NCAE also believes that doctoral level degrees for teachers and administrators should be offered at all schools in the consolidated university system. (1984) (1992) (2006) (2007) 1-8. Quality Assurance/Teacher Training Programs. NCAE believes that cooperating teachers should: a. have at least three years of teaching experience; (2017) b. be dedicated to the education profession; c. have an excellent command of the English language; d. continue their self-evaluation and self-improvement; (2017) e. be an accomplished teacher; and (2006) (2007) (2008) (2010) (2017) f. address instruction of special needs students in the Regular Education classroom. (2010) (2013) NCAE believes that the guidelines for teacher training programs should include: a. a basic liberal arts curriculum; b. a full school year of intern teaching; c. a study of the Code of Ethics for North Carolina Educators, values, professional rights and responsibilities, an emphasis on public education and the law, as well as the structure of professional organizations; (2013) d. an in-depth study of American heritage including multicultural backgrounds and global awareness; and (2017) e. instruction in the English language including passing an English proficiency test. (1995) (2004) (2007) (2008) f. instruction in the use of instructional technology. NCAE further believes that institutions which train student teachers should provide: a. the cooperating teacher with a workshop or in-service training for which they will receive credit(s); (2017) b. the cooperating teacher with adequate information about the student before their student-teaching experience; (2017) c. adequate guidelines for the quality and quantity of this experience; d. continuing classroom experience for college personnel in fields in which they supervise student teachers; and Page 4

e. qualified personnel who hold a North Carolina teaching license in the areas in which they teach within college and university departments of education. (1989) (2007) (2008) NCAE also believes that no more than one student teacher should be assigned to any one cooperating teacher during the year except when team teaching is requested by the teacher-training institution with the approval of the administrative unit and the cooperating teacher. (1984) (2004) (2007) NCAE further believes that the initial licensing process should begin in the last year of college through an expanded student teaching program that would be a paid internship at one-half the beginning North Carolina teacher salary. (2001) (2004) (2007) 1-9. License Requirements. NCAE believes that: a. the procedure by which educator licensure is determined should remain with the State Department of Public Instruction, thus eliminating this process from the jurisdiction of the colleges and universities, public and private, of this state; (2007) (2008) b. payment of fees for educator licenses should be rescinded; (2007) c. classroom teachers should be allowed to select license renewal courses without prior approval from the superintendent of a school system or from their designee; (2007) (2017) d. colleges should adhere to their catalog programs concerning degree and license requirements; (2004) (2007) e. five years of actual teaching experience in the desired content area/grade level should be required as a prerequisite for a license in administration; (2007) f. supervisors should be required to obtain some classroom teaching experience annually in order to retain their supervisory positions; and (1984) (2007) (2010) (2011) (2012) g. local administrators should be required to help new employees meet deadlines for a license as set by the State Department of Public Instruction through funding from the state for a mentor coordinator and staff in every public school system whose tasks, should include coordinating and leading workshops and in-service training with mentors and beginning teachers. New employees should also receive coaching throughout the entire licensure process. (2002) (2007) (2010) 1-10. License Standards. NCAE believes that license standards for educators should be the same for all public schools. (2008) 1-11. License Reciprocity. NCAE believes in mutual recognition of educator licenses among the states that have similar standards. (1984) (2006) (2007) (2008) 1-12. Interim/Part-time Teachers. NCAE believes that teaching credits, salary and proportional fringe benefits should be provided for certified teachers who are employed to fill an interim or part-time position. 1-13. Substitute Teachers. NCAE believes that system approved substitutes should be obtained for every teacher, including special area teachers, when the teacher is absent. (2008) (2013) 1-14. Teacher Assistants Salary. NCAE believes that a statewide pay scale should be developed and maintained which provides adequate compensation based on experience and education. (1988) (2007) (2008) 1-15. School Administrative Assistant/Secretary. NCAE believes that administrative assistants/secretaries should be provided to each school on the basis of ADM. NCAE also believes administrative assistants/ secretaries in public schools should be paid on the administrative assistants/secretaries schedule of the state personnel office. (2003) (2007) 1-16. State Department of Public Instruction Vacancies. NCAE believes that all school personnel in the state should be made aware of any vacancies within the State Department of Public Instruction. (1984) (2005) (2007) 1-17. Equal Placement. NCAE believes that out-of-state educators, or educators with a break in service should be placed on the same salary schedule as a North Carolina educator with equal qualifications or experience. (1984) (2004) (2007) (2008) 1-18. Staff Development. NCAE believes LEAs should involve classroom teachers and other educators in the planning of staff development. (1984) (2006) (2007) (2008) 1-19. Professional Workshops. NCAE believes that provisions should be made for educational employees to participate voluntarily in professional workshops, classes, seminars, conferences, observations and visitations to enrich their teaching. NCAE also believes that local boards of education should allow for the release of Page 5

educational employees to attend in-service workshops during the school day and earn renewal credits. NCAE further believes that workshops should be required only for those personnel whose assignment pertains to that specific purpose. (2007) (2008) 1-20. Use of Work Days. NCAE believes that policies and procedures should be developed which will: (2007) a. keep in-service workshops and organizational meetings on work days to a minimum; (2006) b. allow in-service workshops on work days to be voluntary; (2006) c. involve local NCAE affiliates in planning any activities on work days; and (1984) (2007) d. prohibit local LEAs from planning workday activities on weekends and scheduled breaks. (2002) (2017) e. add five paid optional workdays within the school calendar. (2017) 1-21. Professional Evaluation. NCAE believes that the expertise and competencies of educators should be used in determining the criteria for statewide teacher and/or administrator evaluations, and that guidelines should be established for administrators which ensure the use of positive reinforcement in evaluation techniques. NCAE also believes that open hearings should take place in each educational region before any evaluative instrument is adopted by the state public schools. (2005) (2006) (2007) NCAE further believes that: a. guidelines should be established which would ensure that evaluation of educators be done with complete equity; (2005) (2007) b. policies should be established which would ensure teacher participation in the evaluation of administrators; (2005) (2007) (2008) c. a policy should be developed to exclude the involvement of mentor/supervisors in the evaluation of teachers in order to protect the working relationship which must exist if mentor/supervisors are to be effective; and (1984) (1990) (1993) (2005) (2007) (2008) d. policies should be maintained which will allow peer assistance and/or review programs. (2005) (2007) (2008) 1-22. Appropriated Monies. NCAE believes that: a. monies appropriated for public school children be used for that purpose only; b. monies appropriated for certified physical education teachers, grades K-8, be used for that purpose only; c. state monies should be appropriated to LEAs specifically for the elevation of custodial services so that students and teachers will not have to spend class hours performing custodial duties; d. public school student meal programs should be fully funded; (2017) e. monies retained by the State for state-approved leave when no substitute is hired should be returned to the LEAs. These monies should be targeted for the professional development of classroom teachers and/or be used to help defray the cost of teachers attending professional meetings; and f. certified reading specialists should be allocated to each school. (1984) (2004) (2007) (2008) g. Monies for school counselors and school social workers should be fully funded based on best practices for mental health needs and fully supported by the LEA. (2017) 1-23. School Facilities. NCAE believes that all school facilities should be open and operable and all instructional services, except those prohibited by law, should be available to the students for the entire instructional term. (1984) (2007) 1-24. Textbook Selection and Adoption. NCAE believes that: a. local school professional personnel, especially teachers and media specialists/coordinators, should have a major role in the selection of textbooks and instructional materials, both paper and digital; (2017) b. personnel at the local level should be allowed more input into decisions made at the state level; c. a flexible schedule of textbook adoptions should be developed to reduce the frequency of new adoptions in some subject areas such as literature, grammar, foreign language and physical education in order to conserve money for frequent adoptions in other subject areas where they are needed to keep up with research or current events; d. LEAs should be provided with the ancillary materials that accompany the books on the state adopted list; and e. when textbooks are adopted, a copy of the text should be available to the teacher at least a month prior to the beginning of the school year, and voluntary workshops should be offered at an appropriate time before the books become instructional instruments. (1984) (2006) (2007) (2008) (2017) Page 6

1-25. Instructional Equipment. NCAE believes that every school should be equipped with state-of-the-art instructional equipment and materials. NCAE also believes that instructional equipment not functioning properly should be promptly repaired when possible. NCAE further believes that irreparable instructional equipment should be discarded (per LEA policy), recycled or replaced. (1984) (1990) (2007) (2008) 1-26. Instructional Supplies. NCAE believes that: a. state funds should be increased for instructional supplies, school libraries and supplementary materials for state-adopted textbooks, both paper and digital; (2007) (2017) b. state funds should be allocated to LEA units on the basis of student enrollment for the best three out of four months; (2007) (2008) (2013) c. state funds should be allocated based on prior experiences of the LEA units including pertinent data on the size of incoming and outgoing classes and extraordinary population changes; and (2007) (2008) d. sufficient state funds should be provided to purchase instructional and consumable materials essential for providing quality instruction for all children. (1987) (1984) (2002) (2004) (2007) 1-27. School Transportation. NCAE believes that state funds should be provided to purchase and maintain school buses to ensure that each school has safe, adequate and timely transportation. (1998) (2005) (2007) 1-28. Federal Programs. NCAE believes that Association-designated teachers should be included in the planning and evaluation of federally and state funded instructional programs. (1984) (2007) (2017) 1-29. Accreditation Standards. NCAE believes that the same accreditation standards should be employed for all schools. (1999) (1984) (2007) (2008) 1-30. Paperwork. NCAE believes that every effort should be made to reduce paperwork required of educators by governmental and regulatory agencies and institutions of higher learning. (1984) (2007) 1-31. Copyright. NCAE believes that any changes in the copyright laws should not prohibit the use of copyrighted materials, including educational television, educational media, computer programs and internet documents (1997) necessary for instruction in the nation’s schools. (1984) (2007) 1-32. Citizen Involvement. NCAE believes that all Association members should encourage citizen involvement and participation in North Carolina public schools. (1984) (2007) (2013) 1-33. Hazardous Waste Disposal. NCAE believes that stronger restrictions for the disposal of hazardous waste should be mandated (1987), and that state funds should be provided to LEAs to assist in the disposal of existing, on-site hazardous waste materials. (1988) (2007) 1-34. CAEP Evaluation Teams. NCAE believes that NCAE Student Program members should be appointed to CAEP (Council for the Accreditation for Educator Preparation) evaluation teams. (1989) (2003) (2007) (2015) (2017) 1-35. School Building Budgets. NCAE believes that individual school budgets should be developed with input from the supervisory and non-supervisory staff members at each school. The Association believes that a budget review process that would require an approval vote by the faculty before school-based budgets are accepted, is necessary. (1991) (2008) (2013) 1-36. School-Based Decision-Making. NCAE believes: a. criteria should be established that guarantees all participants equal opportunities for involvement in the implementation of school-based decision-making plans; (1991) (2007) b. local affiliates should continue to monitor local school-based decision-making plans to ensure that the focus remains on students and their learning; and (2008) c. local school-based decision-making plans should ensure equity and fairness to all personnel. (1990) (2007) (2008) 1-37. Business/Industry Recognition. NCAE believes in supporting partnerships with governmental agencies, community colleges and the private sector to recognize businesses and industries which provide/enhance technical education for students not enrolled in college preparatory courses and who do not see themselves pursuing education beyond high school. (1995) (2007) (2013)

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GOAL 2: STRENGTHEN THE ASSOCIATION AND INCREASE SERVICE TO MEMBERS. 2-1. NCAE/NEA Student Program. a. NCAE believes in the organization of more NCAE Student Program chapters in North Carolina with advisors who are NCAE/NEA members. (1984) (2007) b. NCAE believes in supporting initial teachers in their transition from SNCAE to NCAE. (2017) 2-2. NCAE-NEA Relationships. NCAE believes that unification of the North Carolina Association of Educators with NEA serves to strengthen both Associations. NCAE’s priority must be NCAE members. (2001) (2005) (2007) (2010) 2-3. NEA Dues. NCAE believes that NEA dues should be based on the average state salary rather than the national average salary. (1984) (2007) 2-4. Community College Policies. NCAE believes that due process rights should be established for employees in the community college system. (1984) (2007) 2-5. School Policies. NCAE believes that all LEAs in the state should cooperatively develop personnel policies. Such policies should relate to contractual agreements, hiring, transfers, promotions, salary schedules, working conditions, fringe benefits, political activities, freedom from sexual harassment, and such other matters which affect the happiness, health, safety and general well-being of all school personnel. (1984) (1990) (2007) (2008) 2-6. NCAE Resolutions. NCAE believes that all persons in leadership positions in the Association should use the NCAE Resolutions as a primary source for the development of Association programs. (2007) (2008) 2-7. Dues Payment. NCAE believes that every member should be provided with more than one option, including but not limited to, payroll deduction, Electronic Funds Transfer (EFT), credit card, cash, or check for payment of unified dues. (2013) 2-8. Resolutions and New Business Items. NCAE believes in the right of any member to submit any resolution/new business item if it is properly seconded, includes a rationale and meets the established deadline. (1984) (1990) (2007) 2-9. NEA/NCAE Delegates. NCAE believes that: (a) a thorough orientation session should be provided for all North Carolina delegates to the NEA Convention. NCAE also believes that all state and local delegates should understand that they are to attend all business sessions. NCAE further believes that the meetings of the North Carolina delegation should be organized to deal efficiently with the issues before the Representative Assembly in order to more effectively develop a state strategy, and that NCAE should assist local affiliates in developing guidelines for attendance at all business sessions at the NEA Convention. (1984) (2004) (2007) (2010) (b) a thorough orientation session should be provided for all local affiliate delegates to the NCAE Convention. NCAE also believes that all local delegates should understand that they are to attend all business sessions, and that NCAE should assist local affiliates in developing guidelines for attendance at all business sessions at the NCAE Convention. (2010) 2-10. Membership Representation. NCAE believes that all affiliates should elect well-informed and interested members to serve as delegates to state and national conventions and should provide funds only for those delegates who abide by an agreement to represent the Association during all parts of all business meetings unless providentially hindered. NCAE believes that association representatives should be interested and willing to assume the responsibilities of the Association’s business. (1984) (2004) (2006) (2007) (2008) 2-11. Representative Assembly Priorities. NCAE believes that Constitutional Amendments, New Business Items and Resolutions should be the top priority of the Representative Assembly. NCAE also believes that discussion on all amendments should be completed before the delegates are released to vote, and the agenda of the convention should be so ordered to place resolutions, amendments and new business items first. (1984) (2007) (2008) 2-12. Legislative Agenda. NCAE believes that: (2007) (2017) a. members should have continuous input into the formation of the Legislative Agenda; (2007) (2008) (2017) b. educators should be separated from other state employees in legislative agenda requests; and (2007) (2017) c. any new Legislative Agenda should be disseminated to the membership in a timely manner upon its adoption. (2005) (2007) (2017) Page 8

NCAE believes that local affiliate presidents should promote the passage of our Legislative Agenda. NCAE also believes that Association members should be encouraged to contact their legislators. (1984) (2007) (2017) 2-13. NCAE Political Action Committee. NCAE believes that the NCAE Political Action Committee should be actively involved in the election of the governor, lieutenant governor, state superintendent of public instruction, and all other political races which affect public education. State and local PAC funds should be used to support those candidates who unconditionally support legislation guaranteeing equal treatment of all individuals and a high-quality public education. (1984) (2005) (2007) (2008) (2017) 2-14. Support for Local Affiliates. NCAE believes the strength and success of the Association depends predominately on the activity and programs of the local affiliates. Local effort and initiatives must be encouraged and tangibly supported by the Association when they have implications for the total Association and its membership. NCAE believes the Association should support local affiliates in their efforts to acquire legal assistance for members who request it. (1984) (1992) (2007) (2008) (2017) 2-15. NCAE Commission/Committee Personnel. NCAE believes that members who are appointed to commissions/committees should be interested, capable and qualified. NCAE also believes that: (2007) a. local affiliate and Regional Advisory Council recommendations should be a priority whenever possible; (2007) (2017) b. chairs of commissions/committees should have experience on the commission/committee whenever possible; (2005) (2007) c. the number of commissions/committees on which a single member can serve simultaneously should be limited in order to increase membership involvement; and (2007) d. the opportunity for chairing commissions/committees should be afforded to a wide variety of members who have varied experience. (1991) (2004) (2005) (2007) 2-16. Member Voting Privilege. NCAE believes that the principle of one-person one-vote must apply at all levels of the organization and for all its membership. NCAE recognizes the right to vote as a privilege that is guaranteed to all members of the organization. (1995) (2001) (2004) (2008) 2-17. Retired Division. NCAE believes that it is important for the Association to foster positive relations with NCRSP to utilize their experiences to grow membership. (2012) (2017) GOAL 3: INTENSIFY THE DRIVE TO PROTECT AND SECURE HUMAN, CIVIL AND PROFESSIONAL RIGHTS. 3-1. Fair Employment and Dismissal Act Workshops. NCAE believes that Association members should be fully informed of the Fair Employment and Dismissal Act and that local and district workshops should be held for this purpose. The workshops should be conducted by qualified consultants who can adequately convey the strengths and weaknesses of this Act, and Association members should be involved in the planning procedures. (1994) (2005) (2007) NCAE believes that the NCAE Political Action Committee should only endorse candidates who support the Fair Employment and Dismissal Act. (1984) (1991) (1994) (2007) (2008) 3-2. Fair Employment and Dismissal Act. NCAE believes in and supports political activity toward the inclusion of administrators from the Fair Employment and Dismissal Act. (1995) (2004) (2007) (2011) 3-3. Education Support Professionals. NCAE believes that local affiliates should become involved in the recruitment, orientation, and training of education support professionals. (2007) (2008) 3-4. Educator Stress. NCAE believes that assistance should be available to public school employees to reduce stress by offering programs that are voluntary, confidential, and free to the employee (e.g. wellness activities). (2008) 3-5. Educator Burnout. NCAE believes that an on-going program of identification and assessment of the educator burnout problem in North Carolina should be developed and maintained. NCAE also believes that educators experiencing burnout should be provided with help that is voluntary, free of charge, and confidential. (1984) (1994) (2005) (2007) 3-6. Member Rights. NCAE believes that the Code of Ethics of the Education Profession prohibits abusive action on the part of any educator on another educator within their sphere of employment. NCAE also believes Page 9

that the membership of any member deemed guilty of such abusive actions by the Judicial Review Committee of NCAE should be terminated. (1984) (2007) (2017) 3-7. Equal Opportunity. NCAE believes that qualified persons should be hired without regard to race, color, national origin, gender, sexual orientation, age, religion, or disability. (1984) (2003) (2007) 3-8. Minority Businesses. NCAE believes that the state Association and local affiliates should patronize a fair share of minority-owned businesses and financial institutions. (1984) (1992) (2007) (2015) 3-9. Professional Rights and Responsibilities and Code of Ethics. NCAE believes all educators should support the NCAE Advocacy Center as it seeks: (2005) (2008) (2010) (2017) a. to implement the high standards of performance set forth in the Code of Ethics of the Education Profession and the Bill of Teacher Rights; b. to investigate all sides of controversies involving professional personnel in a manner that is just, fearless, and in the public interest; (2011) (2012) c. to promote and safeguard written personnel policies pertaining to employment and performance of professional personnel; d. to develop among the profession and public a better understanding of the issues and problems in the realm of professional rights and responsibilities; and e. to encourage members’ professional rights and responsibilities through the NCAE Advocacy Center as it seeks to advocate and protect the interests of all members. (1984) (1996) (2017) 3-10. Right to Representation. NCAE believes in pursuing every resource to rectify any violation of school employees’ rights. NCAE also believes the reasonable pursuit of their representational responsibility should protect employees from intimidation, retaliation, harassment and/or loss of employment. (1984) (2007) (2012) 3-11. Educator Assault. NCAE believes that appropriate rewards should be offered for information leading to the arrest and conviction of any person who assaults an Association member while in the performance of their duties. (1984) (2003) (2005) (2007) (2017) NCAE also believes that educators and staff have the right to contact law enforcement agencies when verbally or physically assaulted without interference by school personnel, administrators or local school boards. NCAE encourages educators to pursue criminal charges when assaults occur. Educators and school staff are entitled to file charges and reports to law enforcement agencies without interference or harassment. The Association should inform members of these rights through appropriate in-service and the distribution of materials. (1994) (2007) 3-12. Collective Bargaining. NCAE believes that the passage of collective bargaining should be a priority of the Association, and that the Association should seek support from NEA in this effort. (1984) (1992) (2005) (2007) (2008) 3-13. Affirmative Action. NCAE believes all local associations should work for the development of effective affirmative action plans in all local public school jurisdictions that would implement an immediate increase in the number of minority teachers, administrators, and special (extra) duty assignments to a percentage at least equal to, but not limited to, the percentage of minorities in the general population of local school jurisdictions. (1984) (2007) (2008) 3-14. Title IX Guidelines. NCAE believes that local affiliates should support Title IX Guidelines and the processing of grievances based on discriminatory violations. (1984) (2007) (2008) 3-15. Disruptive Behavior. NCAE supports affiliates in their efforts to reduce student disruption in classrooms. NCAE believes that classroom teacher evaluations should not be affected by the number of referrals of disruptive students to the building administrator. (1995) (2002) (2005) (2007) (2008) 3-16. Local Board of Education. NCAE believes that educators and Association members should have the same First Amendment rights afforded to other citizens to present issues to local boards of education without fear of retaliation or repercussion. (1984) (2007) (2012) 3-17. Punitive Actions. NCAE opposes any action by local boards of education, administrators and public officials who attempt to fire, demote, transfer, or give punitive assignments to education personnel based on their forthrightness in questioning apparent violations of policy or terms of employment. (1984) (2004) (2007) 3-18. Representation. NCAE believes that school administrators, boards of education, and other public officials should respect the dignity of school personnel. Furthermore, the Association reaffirms the right of education personnel to be represented by persons of their own choosing as well as their right to exercise all other constitutional guarantees. (1984) (2004) (2005) (2010) Page 10

3-19. Use of Facilities. NCAE believes that the right of Association members to use school property, including all message systems and meeting rooms, for communication without censorship, prior restraint or other interference should be respected. (1984) (2004) (2007) 3-20. Release Time. NCAE believes local boards of education should make proper provisions for release-time periods for teachers during each school day. (1984) (2004) (2005) (2007) (2008) 3-21. Inclement Weather. NCAE believes that the first five inclement weather days and/or mandatory evacuation days (2000) be considered “Acts of God” or hardship days. Such days should be excused. (2005) (2007) (2008) In case of delay, all educators and other non-essential school staff, as well as students, should begin the school day on the same delay. (2010) (2017) 3-22. School Calendar. NCAE believes that the calendars should be developed by school-based professional personnel, parents, and community members and that the calendar selected by the majority of the educators should be adopted by the local school board. (1984) (2007) (2013) (2017) 3-23. Non-Teaching Duties. NCAE believes that LEAs should: (2008) a. establish special pay scales in addition to the present supplementary pay scales for those who perform additional school-connected duties not directly related to academic instruction. (2017) b. limit the amount of extra duties which interfere with teaching activities; (2017) c. provide that special area teachers (media specialists/counselors, teachers of exceptional children, etc.) and administrators share all non-teaching duties as long as any teacher has these responsibilities; (2001) (2008) (2010) (2011) d. provide clerical personnel at the ratio of one for every fifteen teachers to free them from non-instructional demands; e. provide support personnel to monitor such non-clerical and non-instructional demands as bus duty, hall duty, lunchroom duty, etc.; (2005) f. provide medical personnel in each school to perform medical procedures; (2008) g. prohibit administrators from requiring classroom teachers to keep student medications in their classrooms; (1996) h. develop a plan so that no teacher has to collect breakfast, lunch, milk, ice cream or any monies for which they must assume responsibility; and (2017) i. establish guidelines whereby school employees could gain release time without loss of pay equivalent to the time spent on non-paid duties. (1984) (2008) 3-24. Teaching Out of Field. NCAE believes that preference should be given to teachers within local systems who are currently teaching out of their field when vacancies occur in their certified areas. (1984) (2005) (2007) (2013) 3-25. Part-time Faculty. NCAE believes that part-time faculty should be employed only when an educational program requires specialized training or when expertise is not available in the full-time faculty. NCAE also believes that part-time faculty should not be employed for the primary purpose of reducing instructional budgets or for the purpose of reducing the number of full-time faculty positions in public schools, and/or in the community college system. (1984) (2005) (2007) (2010) 3-26. Equitable Promotion. NCAE believes that each local board of education should provide an equitable system for promotion and advancement of personnel based on seniority, qualifications, and services within the system. (1984) (2007) 3-27. Transfers. NCAE believes that local transfer policies should be adopted that would: (2007) a. provide for the voluntary rotation of teachers, ESPs, or administrators in order to stimulate professional growth; (2007) b. prohibit the involuntary transfer of teachers, ESPs, or administrators, including automatic transfer and/or rotation of professional personnel; (1984) (1997) c. provide a 30 working day notice to any employee who may be transferred or re-assigned (1994); and d. provide in writing the educational benefit for any involuntary transfer to the individual being transferred. (2003) Page 11

3-28. Personnel File. NCAE believes that educators’ personnel files should be maintained in a private manner since decisions affecting an educator’s career are based, at least in part, on material in those files. Care should be taken in placing material in a personnel file. Outdated, inappropriate, unsubstantiated, invalid, irrelevant and/or false material should not be placed in a personnel file. Personnel files should be purged of materials over three years old if the employee requests it. Before materials are placed in an employee’s personnel file, the employee should be provided with copies of the materials five teacher working days before it is placed in the file. Any rebuttal by an employee should be included in their personnel file. Employees should be allowed to view their personnel files without prior notification to the personnel department. (1984) (1989) (1996) (2000) (2002) (2003) (2005) (2008) (2010) (2017) 3-29. Multicultural Education. NCAE believes that multicultural education should be provided according to educational needs. NCAE also believes that additional current multicultural programs should be expanded to include equitable practices in order to provide equal opportunities for all students in the public schools. These programs shall include teacher preparation and training programs. (1984) (2005) (2007) (2010) (2013) (2017) 3-30. Equal Rights. NCAE believes in equal rights under the law. (1984) (2007) (2017) 3-31. Test Score Use and Publication. NCAE opposes the determination of employee accountability (1996) and the comparison of individual teachers, schools and school systems on the basis of student performance on standardized tests and/or criterion-referenced tests in North Carolina. (1984) (2011) NCAE also opposes the public dissemination of test scores that identifies individual teachers. (2011) NCAE further opposes any program that uses standardized test scores in a punitive manner for students and educators. (1996) (2007) (2011) 3-32. Inclusion. NCAE believes that all students should be able to participate with their peers in all educational activities. NCAE supports the concept of mainstreaming and/or inclusion in every classroom in North Carolina if it is the best and/or least restrictive learning environment for each student who has disabilities and/or is academically gifted. (2007) (2008) (2013) (2017) NCAE further supports the concept of inclusion after: a. sufficient classroom preparations have been made; (2007) b. appropriate training of instructional and support staff has occurred; and (2007) c. the total class size of the inclusive teacher has been reduced to reflect the needs of the students. (2008) NCAE opposes the use of inclusion solely as a means of reducing or eliminating programs for students with disabilities and/or academic giftedness, resulting in the reduction of the number of teachers serving these students. (2007) (2017) NCAE believes in making its resources available to help members in local school systems actively support inclusion in every North Carolina classroom. (1984) (2005) (2007) (2013) (2015) 3-33. Emotional Disorders. NCAE believes its members and local affiliates should take an active part in making maximum use of local mental health clinics in diagnosing and treating suspected students with mental health problems in our schools. NCAE believes that proper educational opportunities should be provided to these children. (1984) (2003) (2007) (2010) (2013) (2017) NCAE also believes that the increasing rate of child and adolescent suicide/homicide is a national tragedy. NCAE further believes that suicide prevention programs should be an integral part of the school guidance/student services program, providing early family intervention and subsequent proper educational opportunities for these children. (1993) (2001) (2007) 3-34. Children of Migrant Workers and the Homeless. NCAE believes that educators and local affiliates should seek to provide equal educational opportunities for children of migrant workers and the homeless. (1984) (1994) (2005) (2007) (2013) 3-35. Alcohol and Other Drugs. NCAE recognizes the problems created by the use of drugs and alcohol among children and youth. NCAE supports individuals and agencies who are seeking means to alleviate these conditions. NCAE believes that drug and alcohol education should be required by state law. NCAE supports the implementation of guidelines to address this problem with all educators and students. (1984) (1990) (2005) (2007) (2011) (2013) 3-36. Child Abuse. NCAE believes that all children should be protected from child abuse, neglect, and exploitation. NCAE also believes educators should receive training to enable them to identify, report, and support such victims and that informs them of their legal responsibilities in reporting such cases. NCAE further Page 12

believes in supporting actions to heighten public awareness of the impact and prevention of child abuse, neglect, and exploitation. (1990) (2005) (2011) (2013) 3-37. Disciplinary Action. NCAE believes in the development of alternative methods of behavior management that provide consistency and equity for all students. NCAE also encourages LEAs, in conjunction with parents and educators, to develop policies and standards that will provide the necessary administrative support to school employees for the maintenance of a positive and safe school environment. (2007) 3-38. Open Housing. NCAE believes that universally applied open-housing policies aid in bringing about a truly universal public education. NCAE also believes that each person should have the opportunity to live in the neighborhood of their choice. (1984) (2007) (2017) 3-39. Reduction-in-Force (RIF) Policies. NCAE encourages local affiliates to develop RIF (Reduction-inForce) policies and to work with LEAs for their implementation. These policies should exclude performance evaluation as a criterion. (1984) (2013) 3-40. Displacement of Professional Personnel. NCAE opposes the demotion, transfer, reduction in number or elimination of any educator on the basis of race, color, religion, gender, sexual orientation, age or disability and encourages unity of efforts to protest any discriminatory practice or treatment in the retention of these positions. NCAE also encourages all members to serve as plaintiffs in court action should they become victims of such practice after exhausting all local procedures. NCAE further encourages LEAs and all involved persons to adhere to and implement state policies related to desegregation, diversity and professional personnel. The Association should provide support and local assistance to correct such situations. (1984) (2003) (2005) (2007) 3-41. Safety of School Personnel. NCAE believes that educators and other school personnel should be safe from physical attack on their persons or property. NCAE also believes that educators and other school personnel should be safe from verbal abuse or harassment by any individual. (1984) (2007) 3-42. Career Status. NCAE believes that once career status is obtained in any administrative unit in the state, it should be recognized by every other administrative unit in the state. (1984) (2007) 3-43. Communication Devices. NCAE believes that every educator should have two-way communication devices for contact with administration in every classroom in the North Carolina Public Schools. NCAE also believes that there should be two-way communication between public school bus drivers and administration. (1995) (2000) (2007) 3-44. Criminal Charges. NCAE believes that no school employee, acting under duties assigned, should be charged for a criminal act without a formal investigation by an appropriate governmental agency. (1989) (2007) 3-45. Peace and World Understanding. NCAE supports the efforts of the National Education Association, UNESCO, Education International, and the Teacher Exchange Programs to promote peace and world understanding through quality education. NCAE believes classroom teachers should use materials developed by these organizations. (1984) (1993) (2007) 3-46. Expressing Breast Milk. NCAE supports any woman educator who desires to express breast milk at school. NCAE believes that adequate and suitable space, privacy and opportunity should be provided on the school site. (1998) (2007) 3-47. Social Justice. NCAE strongly believes in social justice and the practice and promotion of social equality by all individuals. In that regard, NCAE opposes groups and individuals who promote hatred, the perpetration of violence, and/or the promotion of prejudice against any individual or group. (2009) (2011) GOAL 4: IMPROVE THE ECONOMIC WELL-BEING OF EDUCATORS. 4-1. Uniform Retirement System. NCAE believes that there should be uniformity among state retirement systems. The same percentage formula and the same number of years of creditable service should be used in determining the benefits for all retired employees. (1984) (2007) (2017) 4-2. Vouchers and Tuition Tax Credits. NCAE believes that the use of public tax funds for private schools and opportunity scholarships is detrimental to public education and opposes such use in any form, including, but not limited to, vouchers and tuition tax credits. (1984) (2003) (2005) (2007) (2008) (2017) 4-3. Fiscal Responsibilities. NCAE believes that local and state legislation (including but not limited to the adoption of the budget) should protect public education from detrimental initiatives such as proposals, petitions, laws, or constitutional amendments reflecting tax limitations or ceilings that specify educational services to be cut and/or eliminated. (2008) (2013) Page 13

4-4. Professional Leave. NCAE believes that professional leave should be granted to all members without loss of salary or benefits while conducting the business of the Association. (1984) (2005) (2007) (2017) 4-5. LEA Budget. NCAE believes that Association members should be included in the planning of LEA budgets for current and long-range expenditures. (1984) (2003) (2007) 4-6. Fringe Benefits. NCAE believes that: (2007) a. a phone should be provided in each school classroom for use by educators only, and that conversations on this phone should not be monitored by listeners on another extension, nor shall any electronic device be used to record or screen conversations on this private phone; (1985) (2005) (2007) (2017) b. Association members should be included in the decision-making process regarding use of monies allocated to provide fringe benefits for local educators; (2007) c. all educators and education support professionals in an LEA should receive a supplement consistent with their salaries and years of experience; and (1999) (2005) (2007) (2013) d. all educators should receive supplements equal in percentage to salary supplements provided to any administrator but in no case less than five percent of the educator’s base pay. (1984) (2000) (2007) 4-7. Leave Accumulation. NCAE believes that public school employees should be allowed to accumulate annual leave indefinitely. (1998) (2003) (2007) 4-8. Pay for Degree. NCAE believes that any educator who possesses a valid certification for an advanced degree should be placed on the salary schedule at the appropriate level, upon receipt of the degree, regardless of the present professional assignment. (1984) (2007) 4-9. Educational Leave. NCAE believes that educational leave should be provided for personnel with a minimum of five years experience to upgrade their academic training and to provide funds to pay a minimum of 50 percent of the educator’s salary during this leave. Personnel on such leave should be entitled to a year of teaching experience and the subsequent increment provided the employee returns to that local administrative affiliate for at least one year. (1992) (1995) (2007) NCAE also believes that personnel should be permitted to use a maximum of five days, without loss of pay, to attend college or university classes, seminars or lectures. (1984) (1995) (2007) 4-10. Bereavement Leave. NCAE believes that five days of paid bereavement leave should be allowed in the case of death in the immediate family. (1984 (1998) (2007) 4-11. Personal Leave. NCAE believes that: a. the number of days for excused absences for personal reasons should be increased; (2007) (2012) b. all restrictions on the granting of personal leave should be removed; (2007) c. personal leave should be granted without loss of salary or benefits; and (2007) d. all personnel should be granted personal leave. (1984) (2004) (2007) 4-12. Political Leave. NCAE believes that political leave should be granted for the purpose of serving an elected or appointed office at the local, state or national level and that present coverage should continue under the retirement system. (1984) (2005) (2007) 4-13. Salary Schedule Modifications. NCAE believes that every educator should be fully compensated for his/her work, including longevity, and that every effort should be made to eliminate inequities within the salary schedule. NCAE further believes that the salary schedule should be continuously upgraded until educators are paid equitable to other professionals with like training and responsibilities, and the number of steps on the salary schedule should be reduced. NCAE believes that there should only be support for models of alternative compensation that: (1990) (2007) (2008) (2011) a. are designed with maximum teacher input and participation with a representative sample of teachers from each school level, multiple disciplines and various years of experience; (2011) b. allows for all teachers to participate in the model in an equitable and fair manner; (2011) c. includes data from formative and summative assessments in addition to using a broad definition of student success; (2011) (2012) d. are developed through a collaboration of teachers, administrators and other stakeholders; (2011) e. use objective evaluations and cannot hold teachers accountable for any said evaluation for which specific data cannot be produced by an administrator/supervisor to support a sub-proficient evaluation; then the teacher has the right to refute any such data if produced; (2011) Page 14

f. provide a minimum level of pay that a teacher can receive equivalent to the state level pay scale upon which the individual would otherwise be paid; (2011) g. includes differentiated pay based on type of degree, years of experience, and other appropriate credentials including National Board Certification; (2011) h. are voted upon by all affected personnel and passed by the majority vote through secret ballot, and canvassing of ballots shall have NCAE member representation; (2011) i. make cast ballots available for public inspection upon request with the ballots being maintained indefinitely while the alternative compensation plan is in effect; (2011) j. currently practicing teachers have the option to “opt in” an alternative compensation plan and negative actions against any who choose not to participate shall result in rigorous investigations and potential legal action; (2011) k. form a committee that includes local NCAE leaders and members to provide oversight on a regular basis to analyze and determine the effectiveness of any alternative compensation plan; (2011) l. The oversight committee must have a majority of members who are teachers and members of NCAE (2010) 4-14. Salary Schedule. NCAE believes that educators’ salaries should be above the national average. NCAE also believes that: (1997) (2003) (2007) a. a minimum salary schedule of 15 steps for fully certified educators should be commensurate with the professional preparation required and should be adjusted annually; (2007) (2008) b. an additional salary increment should be added for those who have completed post-graduate credit or certification (i.e., master’s, education specialist, doctorate, etc.); (2007) (2008) (2011) c. teachers should be paid on the master’s schedule as soon as the master’s degree is obtained; (2007) d. no salary schedule should be developed that would differentiate on the basis of curriculum area; (1984) (2007) e. a beginning teacher’s salary should be equal to or greater than the national average salary for beginning teachers; (2001) (2007) (2008) f. teachers at the top of the salary schedule should receive additional compensation no less than the average salary increase for that year; (2000) (2001) (2002) (2007) (2011) g. National Board Certified teachers should receive additional compensation at 12 percent or higher; (2011) h. master’s degree pay should be equal to that of the National Board Certification pay; and (2005) (2007) (2011) i. any attempt to eliminate a state salary schedule is unacceptable and hostile to educators and public education. (2011) 4-15. Higher Education Salaries. NCAE believes that faculties in institutes of higher learning should receive adequate salaries and fringe benefits. NCAE also believes that: (2007) a. those employed in higher education, including the community colleges, should have an adequate and equitable salary schedule; (2007) b. promotional policies should be based on definite criteria, which include such factors as effectiveness of teaching in the classroom, investment of self in the academic community, scholarly contributions, service to professional and non-professional organizations and community involvement; (2007) c. policies relating to salaries and promotion should be jointly developed by administrators, faculty and the professional organization; (2007) d. fair employment and dismissal procedures for personnel employed by these institutions should be jointly developed by administrators, faculty and the professional organization; (2007) e. any salary increases, including longevity pay, which are provided by the state should be guaranteed in full to all eligible faculty members of state-supported institutions of higher learning; and (1984) (2007) (2008) f. community college system employees should be entitled to career status. (1984) (2007) 4-16. Equal Pay. NCAE believes that: (1984) (2007) a. all educators in any local school system should be paid an equal amount as other educators of similar experience and certification; (2007) b. locally hired educators should not be paid less than those in the same unit paid out of state funds; (2007) c. initial employment practices should not discriminate between in-LEA and out-of-LEA employees and any such practices should not discriminate against current employees; (2007) Page 15

d. monies which have been allocated for currently employed personnel should not be used for the purpose of hiring new personnel; (2007) e. the gap between salaries of public school administrators and public school teachers should be reduced while providing salary increases to keep pace with the rising costs of living; and (2007) f. professional personnel should be paid no less than their certificate rating for their professional summer employment. (2007) 4-17. Free Tuition. NCAE believes that the state should provide funding to be used to pay for tuition, fees and books for current educators to return to college to update their education and skills. (1998) (2007) 4-18. Retirement Formula. NCAE believes that the retirement formula should be based on the average salary received in the top four (4) credible years of service, which may or may not be consecutive years of service, length of service and age at retirement so that the three percent penalty will be subtracted from thirty years in addition to the present provision of subtracting from age 65. (2007) (2011) NCAE also believes that full retirement should be granted after twenty-five years of employment with no age limit and the retirement formula to two percent. (1984) (1998) (2007) NCAE further believes that full retirement should be granted when years of credible service plus age equals 85 with no age limit. (2009) 4-19. Retirement System. NCAE believes that: (2007) a. a cost-of-living increase for retired members should be adopted that is based on actual annual increase in the Consumer Price Index; (2007) b. full credit for out-of-state service in public schools and/or in a private college or university in North Carolina (1987) should be allowed with members paying the full cost; (2007) c. an alternate survivors’ benefit should be provided to members who have twelve or more years of service; (1984) (2007) d. members should be able to purchase years of service in private schools; (1991) (2007) e. educational retirees should receive full retirement benefits without penalty when employed by any local education agency to alleviate the teacher shortage with qualified personnel; and (2000) (2007) f. the retirement system should be fully funded and the state should not withhold or borrow money from the retirement system. (2003) (2007) 4-20. Sick Leave Formula. NCAE believes that the current sick leave formula should be increased to 1.25 days per month. (1998) (2003) (2007) (2008) 4-21. Unused Sick Leave. NCAE believes that employees should be paid for unused sick leave, at the current daily rate, when the employee leaves the state’s employ. The current option of applying unused sick leave to retirement should also be maintained. (1984) (1990) (2007) 4-22. Annual Leave. NCAE believes that all educators should be allowed to use up to five annual leave days per year on days that students are in school. (1988) (1992) (2007) 4-23. Medical Insurance Premiums. NCAE believes that the state should provide medical insurance for employees/retirees at no cost. The state should also provide different rates of coverage for employee/retiree and spouse, employee/retiree and dependents, and for an employee/retiree and family. (1985) (2007) (2008) (2012) 4-24. Statewide Direct Deposit Pay Plan. NCAE believes that there should not be a mandatory statewide direct deposit pay plan. (1990) (2005) (2007) (2008) GOAL 5: PROMOTE EXCELLENCE IN EDUCATION. 5-1. Responsible Citizenship. NCAE believes in the continued efforts to develop respect, fairness and justice in all children with a sense of responsibility for the protection of public and private properties. (1984) (2004) (2007) (2010) 5-2. Curriculum Development. NCAE believes that LEAs should cooperate with educators, businesses, industries and agencies in full support of career education programs. They should also provide meaningful, voluntary in-service experiences along with release time for teachers in their curriculum development area. (1984) (1997) (2005) (2007) (2010) 5-3. Class Size. NCAE believes that state class size law should be enforced without exceptions. NCAE also believes class size directly impacts student achievement and should not be utilized as a political “bargaining chip” or adjusted when seeking to balance the state budget. (1998) (2004) (2007) (2010) (2011) Page 16

5-4. Teacher Allotment. NCAE believes that there should be a sufficient base allotment of personnel with enough flexibility for the local affiliates so that the following four categories are allocated separately: (2007) a. administrative-supervisory; b. instruction; c. pupil personnel services; and d. other professional support services. (1984) (2010) 5-5. School Counselors/Social Workers. NCAE believes that all counseling services should be integrated into the entire educational system. These services should be provided in such a manner that students are supported in realizing their full potential in all areas of growth and achievement. These services should be dispersed equitably in each LEA. (2010) a. School Counselors. NCAE believes that school counselors should be allotted on the basis of one full-time counselor in each school and an additional full-time counselor on the basis of one for each 250 students. NCAE opposes the trading of school counselors’ positions for another curriculum need. NCAE believes that in order to attempt to reach positive solutions for the problems of children, the assignment of major school duties to counselors should not interfere with the counseling of students or consultation with teachers, administrators and necessary outside agencies. NCAE also believes that state funds should be appropriated to hire testing personnel at the building level for all schools. NCAE further believes that the number of school guidance counselors at all school levels should be increased in order to meet the growing number of students seeking assistance due to economic instability, community issues and family disruptions. (2010) (2011) (2017) b. Social Workers. NCAE believes that school social workers are a vital component of an effective school environment. Their services should be dispersed equitably in each LEA. All elementary, middle and secondary schools should have access to these professionals based on student enrollment and need. (2010) 5-6. Special Area Teachers. NCAE believes that all children should receive instruction from full-time certified personnel, in all specialist programs, in an appropriately designated area, so that each LEA will be able to provide an appropriate curriculum at all grade levels. (2009) 5-7. Basic Reading Skills. NCAE believes that fluency in the English language, with emphasis on the development of basic reading skills, which are essential to the successful pursuit of all other disciplines, is a primary instructional goal. (1984) (2010) (2012) (2017) 5-8. English Language. NCAE believes that fluency in the English language is essential for full participation in our American way of life. Therefore, we believe that English should be taught to all students at all grade levels. (1989) NCAE also recognizes the importance of an individual’s native language and culture and the need to promote and preserve them. Therefore, the teaching of other languages should be supported and expanded in our schools. (1988) (2008) 5-9. English Language Learners. NCAE believes that in order to determine a student’s ability to use the English language, a statewide language assessment of ELL students should be mandated and administered by qualified personnel. (2008) (2010) NCAE further believes that students should spend a minimum of two months of ELL English instruction before entering the regular classroom. (1997) (2007) (2017) 5-10. State Mandated Tests. NCAE believes: (2015) a. High-stakes mandated testing should not be used as the only diagnostic measure to determine a child’s placement in classes and for services. b. Adequate funding should be provided for remedial programs of all students who score below proficiency standards on any state mandated tests. c. NCAE further believes that LEAs should provide remedial instruction for all students who score below proficiency on state mandated tests. d. NCAE further believes high-stakes testing should not be the only measure of educator effectiveness in the classroom. e. High stakes testing should be administered and the results viewed with the same fidelity for all subject areas and grade levels. 5-11. Homework. NCAE supports the assignment of homework as one means of extending classroom instruction and learning to promote student inquiry. (1990) (2017) 5-12. Physical Environment. NCAE supports efforts on national, state and local levels to guarantee the protection of our environment by the immediate reduction and ultimate elimination of pollution of our natural resources. (2007) Page 17

NCAE also supports efforts toward wise and economical use of our natural resources and the development and use of instructional programs designed to: (2007) a. foster a respect for our natural resources; b. promote the concept of the interdependence of humanity and nature; (2007) c. develop an awareness of the effects of past, present and future population growth patterns on world civilization, human survival and the environment; (1984) (1992) (2007) d. develop an awareness of endangered and threatened species, encourage an avoidance of products made from these species and work for laws that will protect these species; and (1998) (2010) e. promote the development of a comprehensive system to recycle all possible materials. 5-13. Conservation of Natural Resources. NCAE believes in the importance of environmental education. NCAE also believes that a statewide program of instruction in energy and resource conservation, resource recovery, recycling and reuse of valuable materials should be provided. (2007) (2008) 5-14. New Programs. NCAE believes that new programs should be implemented in schools only after: (2005) (2007) (2008) (2010) a. extensive research, consultation and agreement with the local administrative and school-based management team; (2003) (2005) (2010) b. guidelines have been cooperatively developed by the professional staff of the administrative units; and (2010) c. all instructional materials and physical changes have been completed before the opening day of school. (1984) (2010) 5-15. Adequate Funding. NCAE believes that teachers must not be held responsible for implementing programs that have been mandated without funding for essential materials and staff development, including all accountability programs. (1997) (2002) (2008) 5-16. New Concepts. NCAE believes that information regarding new instructional and learning concepts should be available to all NC educators. (2005) (2007) 5-17. Family Life Education. NCAE recognizes the problem created by lack of knowledge and understanding on the part of our students concerning their social, emotional, and physical growth and well-being. NCAE believes that a diverse and graduated program focused on helping students understand their physical growth, as well as the impacts of choices made as they grow socially, emotionally, and physically, is most appropriate. NCAE also believes that it is critical that students have the option to receive a comprehensive sex education opportunity in our public schools, which accommodates the learning needs of all students, including an understanding of both sexual orientation and gender identity. (1984) (1997) (2007) (2008) (2017) 5-18. Career and Technical Education. NCAE believes that career and technical education is a major component of preparatory education to aid students in career and educational choices. These programs should provide equal opportunity for the development of appropriate occupational skills necessary for employment. (1984) (2005) (2007) (2008) (2011) (2012) 5-19. Free Educational Opportunities. NCAE believes that all special fees that induce a hardship to many families and destroy the dignity of many students should be assumed by LEAs or the state. (1984) (2007) 5-20. At-Risk Students. NCAE believes that local school systems should implement programs aimed at early identification of potential at-risk students. NCAE also believes that positive programs related to the needs of these students, particularly those which are classroom-based, should be identified and supported. (1990) (2006) (2007) NCAE further believes that pre-school children should be screened for early identification of possible emotional, physical, intellectual difficulties and such screening should be followed with remedial procedures. NCAE supports the use of validated screening procedures that are flexible, developmentally appropriate and are culturally inclusive. (2005) (2007) (2008) 5-21. Screening of Students. NCAE believes that adequate and timely services should be provided to ensure that all children are screened for psychological, emotional and physical disabilities upon entry into North Carolina Public Schools. (1984) (2005) (2007) (2017) 5-22. Student Health and Personnel Services. NCAE believes that every student should have direct and confidential access to health, social and psychological services within both school and community settings. These services should be provided by appropriately licensed and/or certified personnel in both settings and are Page 18

best delivered when there is coordination within the school, as well as among the school, home and community. These services should include: (2007) a. preventative programs to promote wellness in physical, social and emotional health in order to allow for the maximum level of school performance; (2005) (2007) b. programs for early identification and diagnosis of health and/or learning disabilities; (2007) c. programs within the schools that work with community agencies to resolve identified disabilities; (2007) (2010) d. programs that promote health awareness for students, school employees, parents and community; (2007) e. programs that are taught by specialists, which include health education and physical education commensurate with maturation levels of children; (2007) (2010) f. comprehensive school health care clinics that provide basic health care services which may include diagnosis and treatment to supplement, but not to supplant, school nurses; and (2007) g. full-time employment provided by LEAs of health and social professionals such as school nurses, psychiatrists and social workers at every school. (2005) (2007) The Association encourages that, if deemed appropriate by local choice, these health care services include family-planning counseling and access to birth control methods and instruction in their use, and that school nurses be integrally involved in the design, development and implementation of the services, serving as the nursing professional in the school-based model. The Association further believes that schools must assume an advocacy role for those students affected by circumstances that prevent them from functioning in educational settings. (1988) (2005) (2007) 5-23. Health Screening. NCAE believes that every student, including state funded pre-schoolers, should receive a health screening at the beginning of each academic year, and that students who enroll during the academic year should provide documentation of a recent health screening. (1995) (2003) (2005) (2007) 5-24. Children Identified With Disabilities and/or Those Identified as Academically Gifted. NCAE believes that: (2007) (2017) a. individual and group education plans should include developmentally or cognitively appropriate transitions and be flexible, concise and beneficial to children; (2007) (2010) (2012) (2017) b. exceptional children’s policy should provide flexibility, discussion and classification; (2007) (2017) c. paperwork and peripheral technicalities should not be detrimental to the teaching-learning process of all children; (2006) (2007) (2010) d. alternative settings should be provided for any school students who are identified or in need of them; and (1984) (2005) (2007) (2010) (2015) (2017) e. students with disabilities should not be emotionally and mentally abused by high-stakes testing requirements. Reasonable mastery goals should be developed so that these children should be respected for their efforts and achievements. (2001) (2007) (2010) (2017) 5-25. Student Evaluation. NCAE believes in the elimination of social promotion. NCAE further believes in the developmentally appropriate evaluation of the whole child. (2008) (2017) 5-26. Students with Individual Differences. NCAE believes that students with individual differences in North Carolina public schools should be provided any necessary equipment and supplies. (2003) (2007) 5-27. Parental Involvement. NCAE believes that parents/guardians should be actively and positively involved in the formal education of their children. NCAE also believes that parents/guardians should be held legally responsible for the academic and social behaviors of their children. NCAE further believes that employers should not withhold an employee’s pay when participating in their child’s school conferences and school activities. (1993) (1997) (2007) (2008) (2017) 5-28. Legislators in the Classroom. NCAE believes that NC legislators should spend one week per school year in a public school classroom in their district. This time should be spent performing all duties assigned to that classroom teacher. (1999) (1998) (2003) (2004) (2008) 5-29. Early Release. NCAE believes that school districts should be allowed to utilize early release student days for the purposes of staff professional development, parent conferences and school improvement planning activities. (1998) (2007) (2008) 5-30. Licensing Credit. NCAE believes that the experience gained from working as a teacher assistant prior to licensing should be used for experience credit. (1998) (2007) (2008) Page 19

5-31. Virtual Schools/Distance Education. NCAE believes that a quality virtual public education can provide enriching learning opportunities for public school students. NCAE also recognizes that virtual public education should not replace a traditional education, but rather offer students supplemental avenue to reach their educational goals. Furthermore, NCAE believes that virtual courses should be granted the same academic credit and weight as their traditional counterparts when the courses demonstrate equal expectations and standards. (2011) (2012) (2017) 5-32. 21ST Century Skills. NCAE believes that all LEAs should provide adequate training and resources, including but not limited to, current technology to address the needs of all students and meet all required standards of educator evaluations. (2013)

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