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Resolutions of the Association of Teacher Educators, 2014 forward

Members of the ATE Council of Unit Presidents, the ATE Legislative and Government Relations Committee, and the ATE Resolutions Committee collected resolutions passed by ATE prior to 2004 and developed a Position Framework (click here to see the Position Framework). Following is text of resolutions that have been approved by ATE’s Delegate Assembly from 2014. Number refers to the year the resolution was approved by the Delegate Assembly. Click here to see resolutions approved between 2004 and 2009. Click here to see resolutions approved between 2010 and 2013.
 
Resolution 2016-1: Virtual Supervision

Whereas, the Association of Teacher Educators has its organizational roots and legacy as the Association for Student Teaching;

Whereas, the Association of Teacher Educators encompasses the National Field Directors’ Forum and the SIG for Educational Leadership;

Whereas, the Association of Teacher Educators supports policies and best practices pertaining to the identification and implementation of best practices regarding the supervision of field experience, student teaching, practicum, and internship candidates;

Action Statement:

Be it resolved that the Association will explore best practices in the ethical implementation of virtual supervisory techniques.

Be it resolved that the Association will identify and propose standards of practice for virtual supervision in educational settings.

Be it further resolved that the Technology and the Future of Teacher Education Committee be charged to collect best practice data and propose standards of practice for virtual supervision in educational settings.

Resolution 2016-2: Work of the Resolutions Committee

Whereas, resolutions approved by the ATE Resolutions Committee represent the input of the organization’s membership;

Whereas, such resolutions require consideration and action by the Delegate Assembly at ATE’s annual meeting;

Whereas, delegates need time in advance of the annual meeting to read and share resolutions with the members they represent;

Action Statement:

Be it resolved that in order to complete review of resolutions, a deadline will be established of December 1 for submissions.

Be it further resolved that all the favorably recommended resolutions will be forwarded to all the units and delegates at least two weeks prior to the convening of the ATE Delegate Assembly.

In the event of extraordinary or unusual circumstances, the committee may review late submissions.
 
ATE Resolution 2015 – 1.  Federally Mandated Standardized Testing

Whereas, ATE supports assessment and accountability as a means to improve instruction,

Whereas, No Child Left Behind (Elementary and Secondary Education Act) mandates that every state must measure each child’s progress every year in grades 3 through and 8 and at least once in grades 10 through 12, this mandate, in conjunction with other federal policies incentivizing the use of student test scores for funding and teacher evaluation decisions, has led to an increased use of standardized testing across the nation,

Whereas, there is a growing concern expressed by parents, teachers, state officials, and students about areas such as student mental health and development, curricular diversity, and the decrease of instructional time and quality due to time demands of direct test preparation and test administration,
 
Whereas, research has yielded inconclusive and inconsistent data on whether high- stakes testing improves student achievement as well as on whether such tests accurately measure teacher quality,

Whereas, countries such as Finland are using more locally developed and performance focused assessment measures in conjunction with other policies, including high standards for teacher preparation, have demonstrated strong results on international assessments of student learning such as PISA,

Whereas, at the state level, evaluations of teacher education programs are being linked to achievement test scores of the students of their graduates,

Action statements:

Be it resolved that ATE promote, through its president, the reduction of the number of mandated standardized assessments and the adoption of assessment systems that allow for multiple measures of learning, including assessments designed to evaluate comprehension and critical thinking and provide teachers with more actionable and timely data to improve instruction.

Be it resolved that ATE promote, through its president, the inclusion of teachers in the creation and adoption of student assessment systems and related learning standards.

Be it further resolved that ATE promote, through communication between its president and the Secretary of Education, as the cabinet officer who institutes and oversees related policies, the inclusion of teacher educators in the discussions of assessment systems and the accompanying professional development so we can best prepare teachers for the changing assessment systems and standards they will encounter in their schools and classrooms.

ATE Resolution 2015 – 2.  Rating Colleges of Education Based on Standardized Test Scores

Whereas, an accountability movement is gaining momentum to evaluate colleges of education based on the test scores earned by their graduates’ public school students,

Whereas, proposals to evaluate alternative teacher certification programs are not being developed or being publicized at the same rates as those being proposed to evaluate colleges of education,

Whereas, reports such as the Teacher Prep Review 2014 Report published by the National Council Teacher Quality use controversial research methodologies to evaluate colleges of education,

Whereas, a multitude of assessment strategies could be used to evaluate colleges of education but none have been sanctioned by teacher unions, professional organizations, or state departments of education,
 
Whereas, using quantifiable measures (e.g., standardized test scores, teacher performance, and teacher retention rates) to evaluate colleges of education is controversial and limiting because qualitative factors are omitted
 
Whereas, the foundational knowledge and teacher preparation colleges of education provide to their candidates can be mitigated for an array of reasons once candidates graduate from their programs,
 
Action Statements:

Be it resolved that the Association 0f Teacher Educators (ATE) creates an ad hoc committee to propose a methodology for evaluating colleges of education and alternative teacher certification program by December 2015.

Be it resolved that the ATE posts the ad hoc committee’s proposed methodology to a password protected section of its website that only members of the Association can access. In this section, members of the Association will be able to add comments and provide feedback pertaining to the proposed methodology.   

Be it resolved that the ATE allocates time during its 2016 annual meeting for the previously mentioned ad hoc committee to present its methodology to the Association and field questions and comments that any member of the association may have.

Be it resolved that the ad hoc committee makes revisions in and finalizes the proposed methodology so that it may receive an up/down vote by state delegates at the 2016 annual meeting.

Be it further resolved that the Association creates an ad hoc committee to conduct a comparative study that analyzes the quality of teacher candidates that colleges of education produce as compared to the quality of candidates alternative teacher certification program produce.

 
Be it further resolved that the Association allocates times during its 2016 annual meeting for the ad hoc committee to present their findings and field questions before publishing the previously described comparative study in a 2016 edition of The New Educator.

Be it resolved that the Association composes a letter during the summer 2016 conference stating that it is opposed to evaluating colleges of education in disparate ways from alternative teacher education programs and include its proposal for evaluating all teacher education programs (both college of education and alternative teacher certification programs) with a request for endorsements to teacher unions, other professional organizations, and state departments of education.

Be it further resolved that the Association sends the endorsed letter to state and federal politicians, departments of education, and educational think tanks.  

ATE Resolution 2015 - 3 Actions Taken on Resolutions

Whereas, the Association of Teacher Educators (ATE) has a standing committee on resolutions,

Whereas, the Resolutions Committee is charged to bring resolutions that reflect members' inputs to ATE's Delegate Assembly which convenes only at ATE's Annual Meeting,

Whereas, resolutions approved by ATE's Delegate Assembly always contain action statements,

Action statements:

Be it resolved that the ATE's Delegate Assembly represents ATE's membership at large,

Be it resolved that accountability of ATE's leadership to its members is paramount,

Be it further resolved that ATE's President or Board of Directors' designee be required to report quarterly to the membership and to the  Delegate Assembly on actions taken to implement all resolutions passed.

ATE Resolution 2015 – 4.  Affiliates Resolution

Whereas, the Association of Teacher Educators has a renewable memorandum of understanding with the American Association of Colleges for Teacher Education, a cooperation agreement with Kappa Delta Pi, a partnership with and memorandum of understanding with the Gay, Lesbian and Straight Education Network, and a memorandum of understanding resulting in a partnership with the National Education Association,

Whereas, the language of each of these memoranda/partnerships delineates goals, purposes and initiatives to be shared by the organizations represented,

Action Statements:

Be it resolved that the Association of Teacher Educators publicize these professional affiliations to its membership and specifically, to the Delegate Assembly at its meeting during the annual conference.

Be it further resolved that the Association of Teacher Educators provide, at its annual meeting, a report to the Delegate Assembly, of all joint activities in which it has engaged with each of its affiliates during the intervening year since the previous annual meeting.

ATE Resolution 2015 – 5.  Collaboration with Professional Organizations

Whereas, there exists a large number of professional associations whose members educate many of our nation’s future teachers and/or students

Whereas, the impact of these organizations and their members is somewhat diluted due to their separate entities

Whereas, the effectiveness and import of these bodies would be enhanced through combined efforts

Whereas, the Association of Teacher Educators could logically serve as an umbrella organization whose members represent virtually all segments of teacher education

Action Statements:

Be it resolved that the Association, through its Executive Director,  reach out to the major stakeholders in teacher education, such as, but not limited to, the International Reading Association, the National Council of Teachers of Mathematics, the National Council for the Social Studies, the National Science Teachers Association, the American Alliance for Health, Physical Education, Recreation and Dance, the National Art Education Association, the National Association for Music Education, the National Council of Teachers of English, and the Association for Supervision and Curriculum Development, in order to formulate memoranda of understanding with these organizations with the specific purpose of strengthening the impact of all on the direction of education and specifically, teacher education in this country.

Be it resolved that included in the memoranda are specific means, such as collaborative statements, on issues of mutual concern, addressed to national and state legislators.

Be it further resolved that the memoranda address opportunities for collaborative contacts with news media designed to shed a national spotlight on issues affecting teacher education and education in general.
 
Resolution 2014-1: Using Standardized Reading Test Scores to Retain Third Grade Students
 
Whereas, a growing number of states are instituting or considering to institute laws that retain 3rd grade students who score poorly on standardized reading tests
 
Whereas, no data exists about the long-term positive effects of retaining students in the elementary grades  
 
Whereas, the practice of retaining 3rd grade students who score poorly on standardized reading tests is becoming a national trend
 
Whereas, the practice of retaining 3rd grade students who score poorly on standardized reading tests impacts minority and high poverty student populations at higher rates than majority student populations 
 
Whereas, retaining 3rd grade students who score poorly on standardized reading tests has not been shown to narrow the achievement gap over time
 
Whereas, reasons for student test performance can be attributed to cognitive abilities and affective dispositions
 
Action Statement: The Association of Teacher Educators resolves:
 
Be it resolved that the Association send letters to state legislators asking them not to support policies that retain 3rd grade students based on standardized test scores until more conclusive data confirming the positive effects of grade retention on 3rd graders is published.
 
Be it resolved that the Association create an ad hoc committee to collect, analyze, and disseminate data about the effects of retaining 3rd grade students based on their standardized reading test scores.
 
Be it resolved that the Association collaborate with other practitioner-based professional organizations (American Federation of Teachers, National Education Association and Parent Teacher Organizations) to write a positive statement and send it to national and state legislators.
 
Be it further resolved that the Association invites one of its members to compose an op-ed piece and submit it to news media with a national circulation to bring awareness about states passing laws that hold back 3rd grade students based on their reading scores without having supporting research.
 
 
Resolution 2014-3: Membership Involvement in Resolution Formulation
 
Whereas, there is both a need and a desire to involve the membership of the Association of Teacher Educators, with particular emphasis on members of Special Interest Groups, in the formation of Association positions, and
 
Whereas, these positions are primarily based upon the resolutions passed by the Delegate Assembly
 
Action Statement: The Association of Teacher Educators resolves:
 
Be it resolved that all Special Interest Group chairs encourage their members to submit resolutions or specific concerns upon which to base resolutions, to the Association of Teacher Educators Resolutions Committee Chair no later than December 1st of each year.
 
Be it resolved that each Special Interest Group chair be required to notify the Resolutions Committee Chair no later than October 1st of each year that its Special Interest Group will or will not be submitting one or more resolutions or bases for resolutions for the next annual meeting of the Resolutions Committee
 
Be it further resolved that the Special Interest Group Coordinator invite the Resolutions Committee Chair or designee, to present an update of the work of the Resolutions Committee at the annual meeting of the chairs of the Special Interest Groups.
 
 
Resolution 2014-4: Use of Common Core Student Assessment Results in Teacher and Teacher Education Program Evaluation
 
Whereas, The US Department of Education is providing incentives for states to adopt the Common Core standards
 
Whereas, the Common Core standards do not yet have a sufficient research base and have not been adequately field-tested
 
Whereas, an increasing number of states are considering using student progress on Common Core standards as a tool for teacher evaluation and personnel decisions
 
Whereas, student progress on Common Core standards or other state standards for beginning teachers (Years 1-3) are being considered as a tool for evaluation of teacher education programs
 
Whereas, the research on the needed statistical modeling and the research on new teacher development does not support such practices
 
Action Statement: The Association of Teacher Educators resolves:
 
Be it resolved that the Association develop an official statement to be issued to state legislators to reject policies without a sufficient research base to make policies that effect personnel and programmatic decisions for teachers and teacher education.
 
Be it resolved that the Research Committee be charged to collect, analyze, and disseminate research about the effects of using Common Core in the evaluation of teachers and teacher education programs.
 
Be it further resolved that the Association invite one or more of its members, to compose an op-ed piece and submit it to news media, to bring awareness regarding the lack of validity of the tools used to measure student progress on Common Core standards and the methodology of using such tools to evaluate teachers and teacher education programs.
 

 

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