Resolutions of the Association of Teacher Educators, 2004-2009
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 2004 to the present. Number refers to the year the resolution was approved by the Delegate Assembly.
Resolution 2004-I: Two Year Colleges:
Whereas approximately 2.7 million teachers will be needed by 2011;
Whereas two-year colleges have been recognized as a vital resource to address the teacher shortage;
Whereas two-year colleges are recognized as a diverse pool for prospective teachers;
Whereas approximately 40 percent of all teachers complete their initial math and science courses in two-year colleges; and
Whereas ATE has sponsored conference presentations concerning teacher education in two-year colleges;
Be it therefore resolved that:
ATE recognizes and supports national initiatives that promote the role of two-year colleges in teacher education that meet the same high quality standards and expectations of accredited programs.
ATE encourages its members and their related institutions to include in their professional development programs activities that promote articulation and collaboration with two-year colleges.
Resolution 2006-I: Affective Education
Affective education seeks to enhance students’ growth in attitudes, interest, character, values, and other areas within the social-emotional domain. It is evident in programs such as moral education, character education, conflict resolution, social skills development, self-awareness, and other related areas.
Whereas we believe that teacher education programs should impart the knowledge, skills, and dispositions that all educators need for affective education, in support of state and national standards;
And whereas we believe that development of the knowledge, skills, and dispositions is a process that requires support at all levels within the cultural milieu;
And whereas we believe that modeling the knowledge, skills, and dispositions of affective education must be provided by teacher educators who demonstrate a high commitment to the education of the whole person, in the cognitive, affective, and psychomotor domains;
And whereas we believe that affective education is manifested through formal and informal actions and interactions evident in all content, process, and contexts essential for teaching the whole child;
And whereas we believe that through attentive practice and reflection, educators should employ prosocial affective characteristics and curriculum, including but not limited to: respect, responsibility, flexibility, resiliency, collaboration, commitment, self-awareness, and self-efficacy;
And whereas we believe that quantitative and qualitative assessment of affective knowledge, dispositions, and skills must occur in real world settings;
Now therefore be it resolved that ATE support teachers’ and teacher educators’ efforts in affective education in the following ways:
· Continue to offer workshops and other sessions at conferences related to affective education topics.
· Increase publications on affective related topics.
· Pursue opportunities for joint ventures between ATE and other teacher and teacher education professional organizations that support affective education.
Resolution 2007-1: Lesbian, Gay, Bisexual and Transgender Equity Issues
Whereas, the American Psychiatric Association in December 1973, and the American
Psychological Association in January 1975 both removed homosexuality from their
Associations’ official list of mental disorders, and the National Education Association adopted related educational equity resolutions in 1996 and 2005;
Whereas, a lesbian, gay, bisexual, or transgender (LGBT) orientation per se implies no impairment in judgment, stability, reliability, or general social and vocational capabilities;
Whereas, discriminatory practices continue to be directed toward LGBT individuals within the schools and society at large;
Whereas, achieving equity, including as related to sexual orientation and gender expression, is an important part of educators’ commitment and practice; and
Whereas, the qualities of teacher preparation and professional development are directly related to the qualities of teachers and the larger profession;
First, be it resolved that the Association of Teacher Educators develop activities and programs for educating prospective and practicing teachers, administrators, staff employees, students, parents and guardians, teacher educators, and the communities of schools relating to the identification and elimination of discrimination and stereotyping in all educational settings;
Second, be it resolved that the Association of Teacher Educators supports and urges the repeal of all discriminatory federal and state legislation and amendments that target LGBT individuals;
Third, be it resolved that the Association of Teacher Educators supports and urges the enactment of equal rights legislation at the local, state, and federal level that would offer LGBT individuals the same protections now guaranteed to others on the basis of race, color, national origin, religion, gender, age, political affiliation, and disability.
Resolution 2007-2: National Accreditation Options
Whereas, ATE advocates for quality teacher preparation;
Whereas, we live in a pluralistic society;
Whereas, ATE values diversity, equity, and access; and
Whereas, ATE supports the rights of states to determine accreditation and approval processes,
Be it resolved that ATE supports multiple pathways to accreditation.
Resolution 2008-I: Reauthorization of No Child Left Behind (NCLB) (as amended 2013)
Whereas, No Child Left Behind (NCLB) is present awaiting reauthorization by the US Congress;
Whereas, Numerous education organizations and associations have expressed deep concerns as to the provisions of the law and/or the negative effects of its implementation;
Whereas, Action to reauthorize the law was not taken by the US Congress and has not been signed by the US President; and
Whereas, The Obama Administration has expressed interest in reauthorization of the law for a period of three years;
Be it resolved that the Association of Teacher Educators supports continued external, scholarly, impartial, and non-partisan review of the provisions and the positive, negative, and tertiary effects of No Child Left Behind prior to or in conjunction with reauthorization of the law.
Be it further resolved that the Delegate Assembly charge the Board of Directors to communicate the ATE’s support for a timely and comprehensive analysis and review of NCLB and that this review be undertaken prior to a lengthy term of reauthorization.