2011 MAESP RESOLUTIONS

2011 MAESP RESOLUTIONS 

This ongoing document is reviewed and revised annually by a statewide committee, chaired by the MAESP Treasurer. It is based on input from practicing principals at MAESP district meetings each fall and aligned with NAESP resolutions. The Executive Committee approves resolutions in December, after which they are voted on by the general membership at the MAESP business meeting in March.

Beliefs:

As elementary principals, we believe:
• All children should receive the very best educational experience possible
• All decisions made should reflect the value and importance of the children entrusted to our care
• The elementary principal is vital to the success of students, staff and parents in the elementary schools of Missouri

Mission:

MAESP will assist in the development of effective elementary school principals by providing creative resources and high quality opportunities for leadership, learning and networking. (09)

VISION: 2021 FOR THE PROFESSION (Adopted from NAESP Vision 2021):

Principals have the vision, courage, wisdom and professional knowledge to lead learning communities that create opportunities for all children to achieve their highest potential. Principals ensure that all children have a meaningful foundation for learning. Principals empower children to become global citizens who can learn and work together.

Principals are recognized as advocates for learning in a society that depends on knowledge, character and talent. Principals accept that responsibility and utilize leadership to facilitate change. Principals are trusted to speak passionately for schools and effective systems of learning that serve all children.

Principals promote excellence in a profession that values collaboration and diversity and seek knowledge and share best practices through a network of colleagues. Principals mentor each other and celebrate accomplishments together. We inspire other leaders to follow in a career rich in its contributions to all children and society. (10, 11)

I. STUDENT WELFARE

A. Parenting

Research indicates that school programs involving parents/guardian on a regular basis can make significant improvement in the development of skills and positive self-concepts that help ensure greater success of children in school.

MAESP strongly urges principals to join with community services in providing parents with skills that develop the intellectual and reasoning abilities as well as personal and social development of their children from birth through the formal school process. Suggested concepts/programs for parenting in the school are not limited to, but include the following:

1. Nutrition and health
2. Prenatal care
3. Educational activity suggestions for neighborhood day care providers
4. Materials describing available family services and educational programs; e.g., public health department, community service organizations, adult education, literacy education
5. Information regarding school goals and objectives relating to behavioral and specific academic expectations
6. Programs such as Practical Parenting Partnership, Parents As Teachers, and Caring Communities
7. Parent Literacy Training
8. Brain Development and Concepts
9. Supervision and Education for Safe Online Student Activities; e.g., cell phone usage, social network sites and sharing personal, identifiable information

It is MAESP's position that principals should take a leadership role in the development and implementation of such programs. (92, 99, 00, 02, 06, 10)

B. Parent/Guardian Involvement

MAESP encourages parents/guardians to place the education of their children as a top priority and to become actively involved in that process. This may include, but not be limited to, celebrating successes and listening to children's concerns, attending parent-teacher conferences, volunteering to assist at school, helping with homework, discussing the events of each other's day, and reading to or with their child. (91, 94)

MAESP realizes the importance of communicating with parents/guardians and involving parents/guardians in the total educational process. MAESP commends school districts that plan school calendars which include days for parent-teacher conferences. The association also urges businesses and industries to provide their employees release time to attend parent-teacher conferences. (73, 91, 94, 02)

C. Child Neglect and Abuse

MAESP recognizes that all educators are mandated reporters. MAESP supports federal and state legislation that protects mandated reporters from retaliatory actions and holds harmless all mandated reporters. (10, 11)

D. Television Program Violence and Sex

MAESP endorses the use of the TV rating systems which designate television programs that portray violence, sex, inappropriate language, or suggestive dialogue. (77, 97, 01, 02, 06, 11)

E. Varying Family Patterns

MAESP urges administration to continue to maintain a school climate that is supportive to all children, regardless of family patterns. Principals are encouraged to be pro-active in communicating with all parents, guardians, and caregivers. (82, 02, 06)

F. Discipline

MAESP urges everyone to recognize that discipline is a shared responsibility of students, parents/guardians, educators, and the community; and, furthermore, that discipline is attained by teaching self-discipline and strategies, such as conflict resolution and through respect mutually extended between adults and children. MAESP believes schools should make an increased effort to strengthen existing programs that teach teamwork and respect for others' rights, property, and well-being.  MAESP encourages school principals to become involved in the design of local school board discipline policies that follow due process and are educationally sound. (91, 93, 94, 01, 02)

G.  Anti Bullying

MAESP encourages all schools to implement an appropriate researched based anti bullying plan. The plan should include on going training for staff, students, family and community to ensure that all students are protected from harassment and bullying which impacts students’ learning, safety and self esteem.  (11) 

H. Retention

MAESP believes retention should be a local decision made by educators with parental/guardian input based on each individual student's development and potential. MAESP opposes any legislation which mandates or prohibits retention.

MAESP urges its members to work cooperatively with legislative bodies, state departments of education, local school boards and local administrators to seek alternatives to retention. (92, 01, 02, 11)

I. Safe and Orderly School Environment

MAESP believes an important role of principals is to provide leadership in preserving the safety and welfare of students entrusted to their care during the school day.

MAESP believes principals must take a leadership role in enforcing the Safe Schools Act.

Therefore, MAESP strongly urges school districts to develop a plan of action and train principals, other necessary personnel and community members at each site to respond appropriately for crisis intervention. (91, 98, 99, 00, 02, 10)

J. School Health Services

MAESP believes that school health services provided by a qualified school nurse, a school social worker, a school psychologist and school counselor are essential to the education of children.

MAESP strongly recommends that school districts ensure proper health care, including the dispensing of medication, for all children by providing every school with a full-time school nurse, one (1) full-time elementary counselor for each school, and also include social workers and mental health professionals on their staff.

MAESP encourages cooperation with local health agencies to help prevent the spread of seasonal flu outbreaks, hepatitis and other health concerns.
(87, 91, 97, 99, 00, 02, 10)

K. School Nutrition

MAESP encourages school districts to take precautions related to the serving of homemade food items to insure the health of all students.

MAESP supports lunch and breakfast menus that reflect recommended nutritional guidelines PreK-12.

MAESP charges all personnel responsible for food programs to provide leadership in seeking new ways to eliminate waste of food and yet continue appropriate meals for the youth of Missouri. MAESP endorses a school wellness program which teaches appropriate nutritional habits and includes physical activity/education to combat obesity. (89, 91, 99, 06, 10, 11)

L. Educational Assessment

MAESP believes that children have diverse talents and abilities that the schools should nurture. The Association believes that some current practices of testing are developmentally inappropriate and interfere with the individual education process for some children and strongly urges schools to guard against the indiscriminate use of group tests.

MAESP supports statewide student assessment when the results strengthen educational programs for boys and girls. The Association strongly opposes any efforts to use the assessment results as an evaluation instrument to compare school districts, attendance areas, instructional staffs or school leaders. Further, the assessment system should require that data be reported in the context of other relevant information (community and school contexts, resource, programs and processes, and outcomes), involve educators in its design and use, including determining or establishing what constitutes grade level achievement, be understandable to those who use it, and include processes that ensure continuous review and improvement. Issues that must be addressed include multiple forms of assessment, narrowing of curriculum, and state mandated versus local control of curriculum. MAESP supports legislation that would define the attainment of proficiency status for the Missouri Assessment Program (MAP) as grade level achievement.

MAESP encourages collaboration and communication in preparation for MAP, including improved instructional strategies at all grade levels.

MAESP strongly opposes administering MAP to students with Individual Education Plans (IEP's) at grade level rather than performance level. If assessed, assessment should be appropriate and consistent with curriculum as required by IEP and its accommodations. MAESP strongly opposes administering MAP to first-year identified ELL students. (77, 91, 93, 94, 95, 98, 99, 00, 01, 02, 05, 06, 09, 11)

M. Missing Children

MAESP recognizes the intensity of the problem with missing children. As elementary principals, we support the unique opportunity through our association with children to assist in the location and identification of these children. (85, 91, 95, 99, 11)

II. PROFESSIONAL STANDARDS

A. Principal Certification

MAESP encourages school districts to appoint principals who have completed an approved graduate program that results in appropriate certification. MAESP does not support the practice of appointing personnel to administrative positions who have not had state prescribed program certification. (80, 99)

B. Preparation and Certification

MAESP believes that effective preparation programs for teachers and administrators are vital to quality education. Principals should be active in assisting colleges and universities in determining the content and format of preparation programs. MAESP urges national, state, and local leaders to promote the appointment of practicing principals to educator preparation policy committees of colleges and universities as well as governing boards of laboratory and professional development schools. (85)

C. Certification and Alternative Certification

MAESP encourages the Missouri Advisory Council of Certification for Educators to consolidate teacher certification with endorsements that would expand teaching areas without additional core courses.

MAESP recognizes alternative certification but encourages districts to hire fully certified personnel when available, as competencies and knowledge in growth, development and learning theories are integral to teaching young children. (92, 02)

D. Professional Meetings-Monetary Support

MAESP strongly urges superintendents and school boards to make professional growth of principals a part of board policy. A budget item should be established and maintained to cover expenses for professional development and professional organization dues and to encourage attendance at local, state, regional, and national meetings. (80, 91, 01)

E. Performance Based Evaluation

MAESP recommends the thorough preparation of principals in the use of the Performance Based Teacher Evaluation process. MAESP further recommends that those who are undertaking the responsibility for principal evaluation receive appropriate training prior to evaluation of principals. MAESP encourages districts to provide first and second year principals with mentors who have like duties and similar job roles.

Should the State move from a Performance Based Teacher Evaluation System or should the state incorporate a measurement that ties educator evaluations to student performance, caution must be exercised to ensure that such evaluation system is based on multiple indicators which are valid, reliable, fair, meaningful and comprehensive. (85, 00, 09, 11)

F. Evaluation and Due Process

MAESP believes all elementary principals are entitled to regularly scheduled performance based evaluation as well as procedural and substantive due process before demotion or dismissal and that legislation should be enacted to assure tenure. (98, 99, 02)

G. Professional Development

MAESP believes that opportunities for professional development for teachers and administrators should be provided during the contractual year and that administrators receive an equitable share of district professional development funds.

MAESP believes it is the responsibility of local school districts to examine the effectiveness of their in-service education programs to determine the need and provide for meaningful, mutually developed, and well-financed professional development opportunities. MAESP recommends that ongoing professional development opportunities be provided during the contracted day to assist in the improvement of the principalship. (92, 99, 02)

H. Public Relations in Own District

MAESP encourages each elementary principal to utilize every available opportunity to present a positive educational image to the school community. MAESP believes that positive and strong school and community relationships are essential for effective schooling. MAESP therefore supports and encourages the development of public school/business partnerships. (85, 87, 91, 00, 02)

I. Private and Parochial Schools

MAESP encourages the inclusion of non-public early childhood, elementary, and middle school administrators as active members in the organization. (75, 89, 06)

J. Shared Decision Making

MAESP recognizes that it is essential for elementary and middle school principals to be active participants in the development and the implementation of all federal, state and local educational restructuring and reformation efforts.

MAESP urges federal, state, and local leaders to ensure that the leadership of the building principal is maintained in all school-based programs.

MAESP further urges elementary and middle school principals to actively participate in their districts' studies of shared decision making implementation issues and in continuing professional development programs which enhance their ability to implement necessary restructuring within their schools.  (93, 02, 11)

III. FINANCE

A. Salaries

It is recommended that elementary principals' salaries be based on professional preparation, experience, responsibility, performance, and length of contract year. This compensation should exceed the salaries, including career ladder stipends, of those whom the principals supervise. (73, 91, 01, 11)

B. Public Monies for Public Schools

MAESP upholds the constitutional separation of church and state as provided in both the state and federal constitutions. We believe that every child and youth in our country is entitled to receive a full range of educational services, that such services should be provided within the public school system, and that neither the service nor the system should be diluted by diverting public monies to support non-public schools. The association supports action that prohibits tuition tax credits, vouchers, or other measures that divert public monies from public schools to private schools for general education and special needs students. (82, 91, 98, 09, 11)

C. Funding Equity

MAESP urges, local, state, and federal governments to provide funding that is equitable, adequate and predictably continuous so that educational leaders have the opportunity to plan for the future of our schools. (91, 92, 93, 06)

D. State Funding

MAESP encourages the state legislature to provide full funding of the state foundation formula and to consider a funding policy which ensures public schools receive sufficient funding to allow all public schools to meet all state and federal program requirements. MAESP opposes any legislation which interferes with the ability of local school districts to utilize school funds in ways to best meet the educational needs of local students. (91, 96, 02, 06, 10)

E. Full Funding Clause

MAESP supports full funding for categorical programs such as: gifted education, special education, and transportation. (79, 97, 99, 02)

F. English to Speakers of Other Languages

MAESP supports funding for the support and maintenance of programs to assist English Language Learners (ELL). This funding should be an additional appropriation and should not be taken out of the current formula or current categorical programs. (99, 00, 06, 11)

G. Allocation of Funds

Inasmuch as research shows the elementary school years are most crucial for the educational life of the child, MAESP strongly supports equitable expenditure of resources between elementary and secondary students on a per pupil basis and equitable teacher-pupil ratio. (74, 99)

H. Bond Issue

MAESP recommends enactment of laws that would increase the bonded indebtedness limitation and  provide for the passage of bond issues by a simple majority vote and/or provide new sources of funding for school building construction and renovations. (74, 99, 11)

I. Adequate Funding For DESE

To insure the quality of service necessary to meet needs of Missouri Schools, MAESP supports additional funds for the DESE to improve departmental salaries, to retain competent, qualified individuals, and to increase staff, as needed. (86)

IV. CURRICULUM

A. Educational Standards

MAESP recognizes each child is unique in growth and development and many factors influence academic achievement. Therefore, student achievement and promotion must be determined individually with the use of multiple assessments.

MAESP opposes the use of standardized test scores as the sole criterion for rating schools.

MAESP urges local, state, and national associations to become involved in the development of all policies and programs dealing with the measurement of student achievement. (92, 93, 95, 99, 02)

B. Early Childhood

MAESP encourages elementary principals to provide leadership in early childhood education. MAESP supports funding which makes school based early childhood education available to all children. It is further recommended that any unit caring for children's needs outside of the parent's home be licensed by the state or apply for state accreditation. (91, 01, 09)

C. Kindergarten-12th Grade Education

MAESP supports the ongoing development and implementation of the Grade Level Expectations in order to continue to meet state standards under the Missouri Assessment Program. (10)

D. Children at Risk

MAESP supports Response to Intervention (RtI) and other state programs with new funding in order to meet the social, emotional, and academic needs of all children. (98, 02, 10)

E. Inclusion of Special Programs

MAESP urges its members to work with federal and state agencies, as well as congressional and legislative delegations, to provide special programs that offer an enriched instructional environment - one that addresses learning needs without assigning labels, minimizes restrictive regulations, and supports flexible use of funds. (92, 93, 98, 02)

F. Literacy Development

MAESP supports the primary focus of early elementary education being literacy development in an effort to achieve the goal of all students being proficient readers at the end of Grade 3. MAESP urges school districts to focus on curriculum content, adequate time and resources to allow all students to become proficient in all literacy areas. (92, 99, 00)

G. Multi-Cultural Curriculum

MAESP urges its members to lead the way in ensuring that the opportunity of a multi-ethnic/multi-cultural/gender equal curriculum is available to every child and that professional development programs are provided to school personnel that will assist them in the preparation and implementation of these curricula. (92, 98, 02)

H. Citizenship

MAESP supports activities and systematic character education programs which foster an understanding and appreciation of our democracy and an abiding interest in future participation as informed and active citizens. (88, 91, 08)

I. Higher-Order Thinking Skills

MAESP encourages its members to exercise the leadership necessary to train teachers to utilize effective teaching strategies that promote higher-order thinking skills in the learning process. (98, 02)

V. BUILDING ORGANIZATION AND MANAGEMENT

A. Employment

MAESP urges the employment of a full-time principal for each elementary school. Because of the increased responsibilities placed upon the principal today, MAESP urges school districts to employ full-time assistant principals for schools exceeding 450 students. (88, 91, 98, 02)

B. Support Staff

The building principal should be provided with a support staff to adequately meet the supervisory needs of students during the teachers' daily lunch, planning, conference periods and to assist teachers in non-teaching activities. (80)

C. Sexual Harassment

MAESP believes that sexual harassment is a form of misconduct that undermines the integrity of the school, and relationships between individuals in the school environment.

Principals must provide leadership in assuring that sexual harassment is not tolerated. (94, 02)

D. Aspiring Principals

MAESP believes that it is the professional responsibility of every principal to identify, encourage, recruit, and nurture individuals with outstanding talent, leadership, and interpersonal skills to consider the K-8 principalship as a career.

MAESP urges school districts to be committed to supporting aspiring principals and programs. 

MAESP urges school districts to provide quality teachers opportunities to participate in activities which build skills leading to principalship. (98, 00, 10)

VI. LEGISLATION

A. Legislation

MAESP must continue to support education through legislative involvement to make known our interests and support of such legislation that provides for the programs in public education for the students and for the general welfare of the citizens of the State. MAESP recommends enactment and maximum funding of appropriate legislation to support educational programming in the State of Missouri. (75, 99, 11)

B. Educational Reforms

MAESP urges principals to determine the legitimacy of change and ensure that the change is based on what is best for children. Principals are encouraged to take an active leadership role in restructuring efforts to help facilitate change that supports a positive culture. (92, 02, 09)

C. Home Education

MAESP supports legislation that creates educational standards for home school students and institutes procedures for the enforcement of these standards that would guarantee a substantially equivalent education comparable to  [of] that offered by the local school district.  MAESP opposes any efforts to use public school monies or provision of services for non-public programs. (99, 08, 11)

D. Virtual Instructional Program

MAESP encourages Virtual Instructional Program students to be dual enrolled through the local school district. (08, 11)

E. Retirement Benefits

MAESP supports the increase of retirement benefits for the career educator, the retired educator and the non-certified employee. Legislators should be encouraged to enact laws at the state and federal level to allow all certified personnel who participate in the Public School Retirement System (PSRS) to remain exempt from payment of social security taxes. (92, 98, 09, 11)

F. Kindergarten

MAESP urges that Kindergarten be available for all school age children as the first year in school. (79, 91, 93, 96, 10, 11)

G. Early Childhood

MAESP supports making early childhood education for 3- and 4-year-olds available in all local school districts.  MAESP further supports elementary and early childhood programs which have been proven to be effective in preparing children to be successful upon entry to Kindergarten.  MAESP believes that quality early childhood education should be made available to all children through funded expansion of educational programs statewide. MAESP also supports early learning through statewide developmentally appropriate early child education which is aligned with school district curriculum and other programs which are researched base.  Such programs must be fully funded by the State through additional appropriations. 

In addition, MAESP seeks to ensure that all students receive services needed to prepare them for entry into Kindergarten and opposes any effort to transform the early childhood special education program from a required to a voluntary program.  (06, 10, 11)

H. School Year

MAESP supports summer school programs and a longer school years. Should a longer school year be authorized, MAESP strongly urges adequate additional funding including transportation funds for both the summer school programs and the extended school year.  MAESP also supports the right of individual school districts to establish the starting date for the beginning of school each year. (88, 96, 97, 99, 00, 01, 09, 10, 11)

I. Technology Education

MAESP recommends strict compliance with all applicable ethical and legal rules and regulations for all users.

MAESP urges its members to seek legislation and adequate funding to support computer literacy and technological advancement in Missouri’s schools. This includes making internet access available in all classrooms.  Further, students should have access to technological advances that best prepares them for the future.  (84, 91, 94, 97, 02, 11)

VII. NEGOTIATIONS

A. Work Stoppages

In the event of work stoppages, MAESP believes that the prime responsibility of the principal is to be at his/her post so as to assure the safety and well being of any students who report at school and to maintain communication within the school community. (73, 91)

B. Professional Negotiations: Rights and Role of the Principal

MAESP supports ensuring that principals have the option of participating in negotiation to insure the safety and well being of the students. MAESP supports allowing principals to decide at the local level if they wish to have representation and bargaining rights. (08)

VIII. SCHOOL BUILDING AND GROUNDS CONSTRUCTION AND REMODELING

A. Playground and Building Safety

MAESP recommends that local districts provide for safe playground enclosures that are appropriately and strategically located to minimize student contact with strangers on sidewalks, alleys and street traffic. All playgrounds, including equipment, should meet safety codes. The elementary principal should be involved in every step of building construction or site improvement.
Building structures should meet all safety codes and provide a safe environment at all times. This is not limited to but includes: lockdown procedures, visitor checkin, two-way communication via radio or phones, and backup communication system. (92, 01, 09)

B. Community Use of Buildings

MAESP supports the use of school buildings by the public and by community groups but urges districts to maintain a balance of use so that the buildings can remain accessible for school use after hours and can be adequately maintained and cleaned. (97, 09)

C. Air Conditioning of Buildings

MAESP recommends that all school classrooms be air conditioned to provide the best learning environment for all students at the beginning and end of the school year, as well as in summer school. (00, 09)

D. ASSISTANCE FOR PROVISIONALLY ACCREDITED AND UNACCREDITED SCHOOLS
MAESP believes that the State should provide assistance to provisionally accredited and unaccredited school districts to aid these districts in returning to full accreditation status.  This assistance may be provided in a variety of forms, including, but not limited to, additional resources and services, the assistance of public education experts, and financial assistance.

MAESP Opposes:

• Vouchers, tuition tax credits and other programs which divert resources from the public schools.
• Creating and expanding charter schools beyond those currently in existence.
• Mandating programs without appropriating funds needed to successfully implement and sustain the programs.
• Open enrollment for public school students or inter-district school choice without the consent of the affected school districts. (11)