SUMMARY OF CHANGES TO THE RESOLUTIONS REPORT
AS PROPOSED TO THE
SPRING 2008 REPRESENTATIVE ASSEMBLY


A 1 ACHIEVING EXCELLENCE IN EDUCATION

The Ohio Education Association believes that the continued success of the United States as a participatory democracy and as a world leader is dependent upon a shared national, community, and individual commitment to excellence in education. THE ASSOCIATION ALSO BELIEVES THAT EXCELLENCE IN EDUCATION REQUIRES THAT STUDENTS ACHIEVE MASTERY OF LEARNING SO THAT THEY HAVE THE ABILITY TO USE WHAT HAS BEEN TAUGHT AND HAVE COMMAND OF SUBJECTS SUFFICIENT FOR PROBLEM SOLVING, DECISION MAKING, AND FURTHER EDUCATIONAL GROWTH. To that end, the Association reaffirms its support for the establishment and maintenance of high standards for teaching and learning and its conviction that such standards be developed with the full participation of practicing professionals.

THE ASSOCIATION FURTHER BELIEVES THAT SUFFICIENT RESOURCES, INTERVENTIONS, AND PROGRAM ALTERNATIVES MUST BE PROVIDED FOR THE PROPER PLACEMENT OF EACH STUDENT. (84 8708)

A-7 EMERGENCY SCHOOL CLOSINGS

The Ohio Education Association believes that educational employees other than necessary ESSENTIAL maintenance personnel should not be required to report to work when facilities are closed to students because of emergencies. (77-9208)

A 18 PUBLIC UNDERSTANDING OF EDUCATION'S NEED

The Ohio Education Association believes that professional associa¬tions must promote public understanding of education and encourage wide public and parental participation in solving education's problems. THE OHIO EDUCATION ASSOCIATION BELIEVES THAT PROFESSIONAL ASSOCIATIONS MUST ENCOURAGE WIDE COMMUNITY AND PARENTAL PARTICIPATION IN ACHIEVING AND MAINTAINING EDUCATIONAL EXCELLENCE. THE ASSOCIATION ALSO BELIEVES THAT ALL STAKEHOLDERS HAVE A RESPONSIBILITY TO PROMOTE PUBLIC UNDERSTANDING OF THE IMPORTANCE OF PUBLIC SCHOOLS. It also THE ASSOCIATION recognizes the responsibility to publicize adverse educational conditions and to support associations in attempts to improve conditions at the local level.

The Association also FURTHER believes that American Education Week is an important and worthwhile observance during which positive attention can be focused upon the contributions of education, educators, and school support personnel. (65 8608)



B-23 FINE ARTS EDUCATION

The Ohio Education Association believes artistic expression is basic to an individual's intellectual, aesthetic, and emotional development. The Association also believes that fine arts can transcend cultural barriers and foster multicultural understanding. The Association therefore believes that every pre-K through 12 curriculums must include a balanced, comprehensive, and sequential program of fine arts instruction taught by a certificated/licensed specialist in a room designed for that purpose. RESOURCES MUST BE PROVIDED TO MAINTAIN AND UPGRADE MATERIALS AND PROVIDE FOR EMERGING TECHNOLOGIES. (87-0308)

B-25 GIFTED, TALENTED AND CREATIVE STUDENTS

The Ohio Education Association believes that there must be increased development of fully funded educational programs for gifted, talented, and creative students.

The Association recognizes its responsibility to indicate to educators reliable methods of identifying and teaching these students. Such identification shall not discriminate on any basis other than the exceptionality being identified. The Association also believes that training programs in gifted and talented education must be provided for teachers. THE ASSOCIATION ALSO BELIEVES THAT PROFESSIONAL DEVELOPMENT PROGRAMS IN GIFTED AND TALENTED EDUCATION MUST BE PROVIDED FOR ALL APPROPRIATE EDUCATION EMPLOYEES. THIS PROFESSIONAL DEVELOPMENT SHOULD BE CULTURALLY RESPONSIVE.

The Association urges local affiliates to encourage such programs and methods to ensure that these special need areas are met. (83 0008)

B-50 TESTING

The Ohio Education Association recognizes the need for ongoing comprehensive assessment of student growth. A student's level of performance must be assessed with authentic measures directly linked to the lessons teachers teach and the materials teachers use.

The Association believes that the primary purpose of any assessment should be as follows:

a. to assist students and their parents/guardians/caregivers in identifying the student's strengths and needs;

b. to encourage students to become lifelong learners;

c. to measure the program's effectiveness, communicate learning expectations, and provide a basis for determining instructional strategies;

d. to develop appropriate learning experiences for students.
The Association also believes that no one measure should be used to determine a student's performance. Teachers must utilize a variety of measures to accurately assess student growth. All methods of assessment shall provide the necessary accommodations, modifications, and exemptions, be free of cultural, racial, and gender biases.

The Association also believes that only classroom teachers have the right to decide upon criteria for assessment of students. Further, the Association believes that teachers must exercise final control of the assessment process and dissemination of results.

The Ohio Education Association believes that standardized tests should only be used to improve the quality of education and instruction for students. Standardized tests are most useful when selected by educational professionals closest to the classroom and integrated with assessment information specific to local programs. Affiliates should advocate the design and use of a variety of developmentally appropriate assessment techniques that allow necessary accommodations, modifications, and exemptions and are bias-free, reliable, and valid. When a test is mandated at the state or the national level, it should only be used to evaluate programs toward meeting state or national standards and/or goals.

The Association opposes the use of standardized tests when:

a. used as the criterion for the reduction or withholding of any educational funding;

b. results are used to compare students, teachers, programs, schools, communities, and states;

c. used as a single criterion for high-stakes decision making;

d. the results lead to sanctions or other punitive actions;

e. arbitrary standards of improvement are required;

f. they do not match the motor skills and/or academic developmental levels of language proficiency of the student;

g. student scores are used to evaluate teachers or to determine compensation or employment status;

h. programs are specifically designed to teach to the test;

i. testing programs or tests limit or supplant instructional time;

j. every student is required to be tested every year.

k. students and parents/guardians are not provided with a complete report of the individual student's test results;

l. time required to administer the test exceeds reasonable and appropriate limits for the age of the student.;

M. STUDENTS WITH SPECIAL NEEDS OR LIMITED ENGLISH PROFICIENCY ARE REQUIRED TO TAKE THE SAME TESTS AS REGULAR EDUCATION STUDENTS WITHOUT MODIFICATIONS AND/OR ACCOMMODATIONS.
The administration of a standardized test includes the responsibility to educate the stakeholders in the purpose of the test, the meaning of test results, and the accurate interpretation of conclusions. The Association also believes that students, parents/guardians, teachers, administrators, schools, and school districts should not be penalized for parents/guardians exercising their legal rights to exempt their children from standardized tests. (97-0408)

B-58 COLOR-BLIND STUDENTS WITH COLOR-VISION DEFICIENCY

The Ohio Education Association believes that the needs of all students, including color-blind students WITH COLOR-VISION DEFICIENCY, must be met. All educational materials which use color-coding for referencing information should be accompanied by an alternate method of identifying these items of information such as numbering or labeling the names of each color.

The Association encourages preservice preparation and staff development for education employees that present strategies for working with color-blind students WITH COLOR-VISION DEFICIENCY. Such training should also address sensitizing instructional staff to the needs of color-blind students WITH COLOR-VISION DEFICIENCY. (05-08)

C 26 SAFE AND VIOLENCE FREE SCHOOLS

The Ohio Education Association believes that educational employees and students should be safe from violence. We urge the appropriate agencies - including public safety agencies, school administrators, and local, state, or national governments - use their authority to prevent violence in schools.

The Association further ALSO believes that mandatory penalties must be enacted for criminal actions involving deadly weapons or look-alikes on school property.

We urge governing boards to pass student conduct codes that will provide punishments for unauthorized actions involving deadly weapons or look-alikes. Such punishments must include expulsion, removal to a more restrictive environment, or home-bound instruction.

The Association supports collaboration among family, school, community, business, law enforcement agencies, the courts, and social services agencies in the effort to reduce violence and disruptive behavior and to use their authority to prevent violence in schools and in society.

THE ASSOCIATION FURTHER BELIEVES THAT ALL SCHOOL BUILDINGS MUST HAVE CONTROLLED ACCESS DURING THE SCHOOL DAY. SCHOOLS AND SCHOOL DISTRICTS MUST IMPLEMENT POLICIES AND PROCEDURES THAT WOULD MONITOR VISITOR ACCESS. (90-0408)

NEW C SCHOOL EMERGENCY PLANS

THE OHIO EDUCATION ASSOCIATION BELIEVES IN THE SAFETY OF ALL STUDENTS AND STAFF. THE ASSOCIATION ALSO BELIEVES THAT SCHOOLS, SCHOOL DISTRICTS, AND SCHOOL TRANSPORTATION SYSTEMS MUST HAVE WRITTEN PLANS THAT DELINEATE PROCEDURES THAT INCLUDE, BUT ARE NOT LIMITED TO, EMERGENCIES, LOCKDOWNS, EVACUATIONS, AND WEATHER-RELATED CONDITIONS. EMERGENCY PLANS FOR EACH SCHOOL SITE MUST BE DEVELOPED BY SCHOOL PERSONNEL AND PARENTS/GUARDIANS IN PARTNERSHIP WITH THE COMMUNITY. THE ASSOCIATION FURTHER BELIEVES THAT FOR THESE PLANS TO BE EFFECTIVE THEY MUST BE PRACTICED AND UPDATED ON A REGULAR AND CONSISTENT BASIS. PLANS MUST INCLUDE STRESS MANAGEMENT/COUNSELING STRATEGIES AS FOLLOW-UP CARE FOR STUDENTS AND STAFF WHEN APPROPRIATE. (08)

D-4 TEACHER PREPARATION PROGRAMS: CLINICAL PRACTICE S

The Ohio Education Association believes that clinical practice contributes to enhanced student learning by fostering the development of a reflective practitioner.

Clinical practice provides formal support, instruction, and guidance by a faculty member in a teacher preparation program and by an experienced, licensed pre-K through 12 teacher in the same field of practice. When the prospective teacher is seeking licensure in more than one field, the guiding practitioner should be employed in one of these fields of practice.

The Association also believes that clinical practice should include a teaching experience/internship and a post-hiring residency of one year for a prospective teacher to achieve full licensure.

The Association further believes that clinical practice experiences provide opportunities to establish essential relationships with other educational employees, parents/guardians/caregivers, and agencies in the community to support students' learning and well being. (99)

THE OHIO EDUCATION ASSOCIATION BELIEVES THAT CLINICAL PRACTICE IS ESSENTIAL TO PROVIDE PROSPECTIVE TEACHERS WITH THE EXPERIENCES NECESSARY TO ENTER THE PROFESSION AND BE PREPARED TO TEACH. CLINICAL PRACTICE CONTRIBUTES TO ENHANCED STUDENT LEARNING BY FOSTERING THE DEVELOPMENT OF A REFLECTIVE PRACTITIONER.

THE ASSOCIATION ALSO BELIEVES THAT CLINICAL PRACTICE SHOULD INCLUDE A SUPERVISED STUDENT TEACHING EXPERIENCE/INTERNSHIP AND A POST-HIRING RESIDENCY OF ONE YEAR FOR A PROSPECTIVE TEACHER TO ACHIEVE FULL LICENSURE. CLINICAL PRACTICE PROVIDES FORMAL SUPPORT, INSTRUCTION, AND GUIDANCE BY A FACULTY MEMBER IN A TEACHER PREPARATION PROGRAM AND BY AN EXPERIENCED, LICENSED PRE-K THROUGH ADULT EDUCATION TEACHER IN THE SAME FIELD OF PRACTICE.

THE ASSOCIATION FURTHER BELIEVES THAT PROSPECTIVE TEACHERS COMPLETING CLINICAL PRACTICE SHOULD DEMONSTRATE-

A. A COMPREHENSIVE UNDERSTANDING OF THE CENTRAL CONCEPTS AND STRUCTURE OF THE DISCIPLINES THAT THEY TEACH;

B. A KNOWLEDGE OF HOW CHILDREN LEARN, INCLUDING HOW THEIR APPROACHES TO LEARNING DIFFER;

C. THE ABILITY TO PROVIDE LEARNING OPPORTUNITIES THAT SUPPORT THE INTELLECTUAL, SOCIAL, PHYSICAL, AND PERSONAL DEVELOPMENT OF INDIVIDUAL STUDENTS;

D. A VARIETY OF INSTRUCTIONAL STRATEGIES THAT ENCOURAGE STUDENTS TO DEVELOP CRITICAL THINKING SKILLS, PROBLEM-SOLVING TECHNIQUES, POSITIVE SOCIAL INTERACTION, AND ACTIVE ENGAGEMENT IN LEARNING;

E. THE ABILITY TO PLAN INSTRUCTIONAL STRATEGIES BASED UPON KNOWLEDGE OF THE SUBJECT MATTER, THE STUDENTS, THE COMMUNITY, AND THE CURRICULUM GOALS;

F. THE EFFECTIVE USE OF FORMAL AND INFORMAL ASSESSMENT STRATEGIES TO EVALUATE AND ENSURE THE CONTINUOUS INTELLECTUAL, SOCIAL, PHYSICAL, AND PERSONAL DEVELOPMENT OF INDIVIDUAL STUDENTS;

G. THE USE OF ACTIVE INQUIRY AND COLLABORATION BETWEEN AND AMONG COLLEAGUES.

THE ASSOCIATION BELIEVES THAT CLINICAL PRACTICE EXPERIENCES PROVIDE OPPORTUNITIES TO ESTABLISH ESSENTIAL RELATIONSHIPS WITH OTHER EDUCATION EMPLOYEES, PARENTS/GUARDIANS, AND AGENCIES IN THE COMMUNITY TO SUPPORT STUDENTS' LEARNING AND WELL-BEING. (99-08)

D-26 TIME TO TEACH

The Ohio Education Association believes that "time to teach" not only refers to those hours during which an educator is actually teaching but also applies to those conditions that contribute to the student-teacher relationship. These include a reasonable, carefully defined workload, a duty-free lunch period, an office in which to work, access to telephones, adequate and appropriate office equipment, access to technology, freedom from interruptions during instructional time, unencumbered planning time, time to evaluate student progress, time for implementation of federal and state legislative requirements, and elimination of the noninstructional tasks required of Pre-K to 12 teachers.

Class size and the number of instructional periods taught each day must be adjusted to the particular learning process involved to allow individual attention to each pupil when that is the required mode of instruction.

The Association also believes that school day schedules should provide no less than a block of 60 minutes for each school day for lesson planning, pupil counseling, and other negotiated duties. In-services should be during the contractual school day.

THE ASSOCIATION FURTHER BELIEVES THAT, AT ALL LEVELS AND IN ALL DISCIPLINES, ADDITIONAL COMMON PLANNING TIME SHOULD BE PROVIDED DURING THE STUDENT DAY FOR EMPLOYEES TO MEET FOR SUCH PURPOSES AS, BUT NOT LIMITED TO, PLANNING INTERDISCIPLINARY ACTIVITIES/UNITS, TEAM PLANNING TIME, AND COORDINATING WITH SPECIAL EDUCATION, UNIFIED ARTS, AND WITH SUPPORT PROFESSIONALS.

The Association recognizes that accountability requires reporting on the uses of funding derived from federal, state, and local education programs. The Association further believes, however, that in order for the classroom educator to spend adequate time on instructional duties, the paperwork burden on the practitioner must be reduced and held to an absolute minimum.

The Association believes that teachers need the freedom and flexibility to schedule time and design programs to meet the needs of students. (94-0108)
D-30 PROMOTE THE RETENTION OF EXPERIENCED EDUCATORS

The Ohio Education Association believes that experienced educators are valuable resources in the promotion of educational excellence. The Association also believes that experienced members should be encouraged to remain in, or return to, the education profession. This encouragement should be accomplished through strategies including, but not limited to, enhanced salaries and benefits, a supportive and respectful work environment, a reasonable workload, A SECURE PENSION ACCOMPANIED BY RETIREE HEALTH CARE BENEFITS, and retirement enhancements that reward extended years of service. These strategies can be achieved through bargaining, legislation, or other means. (03-08)

NEW D EDUCATION EMPLOYEE EVALUATION

THE OHIO EDUCATION ASSOCIATION BELIEVES THAT FORMAL PERFORMANCE-BASED EVALUATIONS MUST BE AUGMENTED BY FORMATIVE EVALUATION COMPONENTS IN ORDER TO ASSURE THE CONTINUING COMPETENCY OF ALL EDUCATION EMPLOYEES IN THEIR RESPECTIVE FIELDS.

EFFECTIVE EVALUATION PROCEDURES SUPPORTED BY PROFESSIONAL DEVELOPMENT PROGRAMS WILL ENABLE ALL EDUCATION EMPLOYEES TO KEEP ABREAST OF DEVELOPMENTS IN THEIR AREAS OF SPECIALIZATION. SUCH PROCEDURES, WITH SUFFICIENT RESOURCES, CAN HELP ENSURE JOB COMPETENCY, IDENTIFY DEFICIENCIES IN PERFORMANCE, AND PROVIDE OPTIONS SUCH AS COUNSELING, TRAINING PROGRAMS, A REMEDIATION PLAN, AND OPPORTUNITIES TO OBSERVE PEERS.

IF FOLLOWING SUCH AN EVALUATION AND AFTER BEING GIVEN SUFFICIENT TIME, TRAINING, AND OPPORTUNITY FOR IMPROVEMENT, A PERSON IS THEN FORMALLY REEVALUATED AND INCOMPETENCE CAN BE DOCUMENTED, DISMISSAL PROCEEDINGS WITH GUARANTEED DUE PROCESS MAY BE INSTITUTED. SUCH PROCEEDINGS MUST BE IMPLEMENTED BY ADMINISTRATORS/EVALUATORS WHO ARE PROPERLY TRAINED AND HELD ACCOUNTABLE FOR APPROPRIATE AND FAIR EVALUATION SYSTEMS.

THE EVALUATION PROCEDURE SHOULD BE COOPERATIVELY DEVELOPED AND MAINTAINED IN CONJUNCTION WITH REPRESENTATIVES SELECTED BY THE LOCAL AFFILIATE AND SHOULD INCLUDE-

A. CLEAR PERFORMANCE EXPECTATIONS THAT ARE SPECIFIC TO THE JOB DESCRIPTION;

B. REGULAR OBSERVATION OF JOB PERFORMANCE WITH ADVANCE NOTICE AND DISCUSSION OF EVALUATION VISITS AND A TIMELY CONSULTATION AFTER EACH VISIT;

C. A WRITTEN EVALUATION REPORT TO BE PROVIDED TO THE PERSON BEING EVALUATED;

D. OPPORTUNITY FOR A WRITTEN RESPONSE PRIOR TO THE PLACEMENT OF THE EVALUATION IN THE PERSONNEL FILE;

E. AN EMPLOYEE IMPROVEMENT PLAN THAT WILL NOT INTERFERE WITH ANY EARNED PAY INCREASE OR LONGEVITY CREDIT;

F. A PROVISION FOR AN ALTERNATIVE EVALUATOR AND/OR AN OPPORTUNITY FOR AN ALTERNATIVE EVALUATION REPORT TO ENSURE A FAIR AND UNBIASED EVALUATION OF THE EDUCATION EMPLOYEE;

G. AN UNBIASED APPEALS PROCESS WITH AN EVIDENTIARY HEARING UNDER OATH.

BY PARTICIPATING IN AN EVALUATION PROCESS, AN EDUCATION EMPLOYEE SHALL NOT WAIVE HIS OR HER RIGHT TO DUE PROCESS IN ANY SUBSEQUENT CONTRACTUAL OR LEGAL PROCEEDING. (08)


E 12 EDUCATION SUPPORT PROFESSIONALS IN THE EDUCATION PROCESS

The Ohio Education Association believes that all educational employees are essential to the learning environment. The Association recognizes that education support professionals are positive role models and enhance the education process.

THE ASSOCIATION ALSO BELIEVES THAT THE RETENTION OF EDUCATION SUPPORT PROFESSIONALS MUST BE ENCOURAGED AND IS VITAL TO KEEPING STRONG AND EFFECTIVE PUBLIC SCHOOLS. (91 9208)

F 29 PART TIME FACULTY

The Ohio Education Association believes that part time faculty should be employed only when an educational program requires specialized training or expertise not available in the full time faculty and when the need for such training and expertise does not justify more than half time employment. 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 positions.

The Association also believes that certificated/licensed faculty who have assigned duties equal in time to half or more of the normal teaching day should be paid for conference, lunch, and other non assigned periods of time allotted to full time personnel according to the percentage of assigned and non assigned time comparable with the normal time of the teaching day. Faculty who have been assigned duties equal in time to half or more of the normal teaching day should be entitled to full fringe benefits allotted to full time teachers. (77 9808)

F 31 PRIVACY RIGHTS

The Ohio Education Association believes that employees must be guaranteed rights of privacy equivalent to those afforded students and parents/guardians/caregivers under federal legislation. These rights must include:

a. the right of access to materials in ELECTRONIC AND HARD COPY personnel files, which includes being provided a list of all records maintained by an educational institution; being able to inspect and review such records; obtaining copies of records, explanations, and interpretations of such records, and a record of past accesses;

b. the right to be notified within 10 working days of any placement of materials in an individual's file;

c. the right of access to records, to respond to any record, and to challenge records through formal or informal hearings;

d. the right to provide or withhold consent on the release of such records, including the right to receive copies of released materials and to purge inaccurate, misleading, and distorted materials;

e. the right to notification and enforcement of these rights by educational institutions;

f. the right to be guaranteed the existence of only one personnel file per employee;

g. the right to confidentiality of medical records;

h. the right to refuse any type of polygraph, or lie detector, test. (84 0008)

F 45 STRIKES

The Ohio Education Association denounces the practice of keeping schools open during a strike. The Association particularly condemns the hiring of student teachers and the employing of substitute teachers at a higher than normal rate of pay. The appropriate teacher training institutions should be notified that a strike is being conducted.

The Association also believes that crossing a picket line established by the Association's bargaining unit is strike breaking STRIKEBREAKING. Strike breaking is unprofessional CROSSING A PICKET LINE, WHETHER PHYSICALLY OR ELECTRONICALLY, IS STRIKEBREAKING and jeopardizes the welfare of educational employees and the educational process. The Association also condemns the use of ex parte injunction, jailing, setting of excessive bail, fines, firing of members, community service in lieu of other penalties, decertification of an organization as the bargaining agent, loss of association rights, and revocation or suspension of tenure, licensure, and retirement benefits in school work stoppages.

THE ASSOCIATION RECOMMENDS THAT SEVERAL PROCEDURES BE USED IN RESOLUTION OF IMPASSE-SUCH AS MEDIATION, FACT FINDING, BINDING ARBITRATION, POLITICAL ACTION, AND STRIKE-IF CONDITIONS MAKE IT IMPOSSIBLE TO PROVIDE QUALITY EDUCATION. IN THE EVENT OF A STRIKE BY EDUCATION EMPLOYEES, EXTRACURRICULAR AND COCURRICULAR ACTIVITIES MUST CEASE. (69-0308)

F 53 VOLUNTARY JOB SHARING

The Ohio Education Association supports the concept of voluntary job sharing as a means of providing a flexible employment opportunity to help meet the varying needs of educational employees. The Association believes that there must be fair and equitable distribution of work between both job sharers in terms of the total number of hours of work and the workload.

The Association asserts that voluntary job sharing conditions of work must be subject to collective bargaining and that they require the following minimum conditions for successful implementation:

a. prorated application of the salary schedule with full recognition of years of experience;

b. an equitable share of all fringe benefits;

c. an agency shop provision;

d. the right to revert to full time status;

e. no loss of rights gained through tenure/seniority;

f. proportional EQUITABLE credit toward seniority/retirement. (91-0308)

G 2 EDUCATORS' PROFESSIONAL STANDARDS BOARD

The Ohio Education Association believes the profession must govern itself. The Association believes, therefore, that an Educators' Professional Standards Board should be established and that the majority of its members should be Pre-K to 12 public school teachers. The Educators' Professional Standards Board should have the legal responsibility for determining policy and procedures for teacher certification LICENSURE, approval of teacher certification LICENSURE, approval of teacher preparation programs, recognition of national accreditation of preparation programs, and programs designed to improve teacher education. (82 9608)

G 3 STATE CERTIFICATION/LICENSURE AND TEACHER EXAMINATIONS

The Ohio Education Association supports rigorous state standards for entry into the teaching profession. The Association believes that no single criterion should be used for determining who should study for or be certificated LICENSED in the teaching profession. Multiple determiners should be used, including above average college grades, professional judgments of the candidate's instructors, samples of the candidate's work and evaluation of his or her working relationships with students and teachers in all field experiences such as student teaching.

The Association supports relevant evaluation in selecting and preparing teachers and believes that teaching practitioners and student teachers must be fully involved in determining the criteria. The Association also believes that an appropriate pedagogical and/or subject matter test could be used for initial certification LICENSURE. Tests should be developed under the supervision of a Professional Standards Board by a committee made up of a majority of Pre K to 12 public school teachers and include representatives of teacher preparation institutions.

Tests should be valid and unbiased. The Association believes that no test is satisfactory for use as a single criterion. In no case shall examinations be used for certification LICENSURE renewal, assignment to or selection for positions, salary determination, transfer, evaluation, dismissal, promotion, or tenure for practicing Pre K to 12 teachers.

A teaching certificate/license must be recognized as the primary requirement for employment in every public and private school in Ohio (Pre K to 12). No certificate/license should be issued unless an individual possesses the entry level knowledge and skills required for teaching. No temporary or emergency certificates/licenses should be issued. No assignments should be permitted outside the teacher's area of certification/licensure without appropriate concurrent retraining supported by the local governing board.

The Association supports the periodic evaluation of certification/licensure procedures to ensure that cultural, economic, gender, racial, ethnic, or age biases are not perpetuated by the requirements for certification/licensure. (71 0608)
G 4 VOLUNTARY NATIONAL CERTIFICATION

The Ohio Education Association supports voluntary professional certification at Pre-K to 12 levels by a national standards board of professional educators or a subject matter specific organization that is comprised of a majority of practicing public school teachers.

National certification should not be used as a criterion for continuing employment, state certification/LICENSURE, renewal of state certificationLICENSURE, salary determination, evaluation, dismissal, promotion, assignment or tenure. (90 9608)

I 17 TRUTH IN TESTING

The Ohio Education Association strongly supports the truth in testing movement and recognizes it as an important step for bringing about long needed test reform. Therefore, it urges all state affiliates to strive for passage of truth in testing legislation that includes a provision for each individual test taker to receive a post test copy of all test questions, scores, and rationale for correct answers and appropriate intervention activities.

THE OHIO EDUCATION ASSOCIATION STRONGLY SUPPORTS TRUTH-IN-TESTING AND RECOGNIZES IT AS AN IMPORTANT STEP FOR BRINGING ABOUT TEST REFORM. THEREFORE, THE ASSOCIATION SUPPORTS PASSAGE OF TRUTH-IN-TESTING LEGISLATION THAT INCLUDES A PROVISION FOR EACH INDIVIDUAL TEST TAKER TO RECEIVE A POST-TEST COPY OF ALL TEST QUESTIONS, SCORES, AND RATIONALE FOR CURRENT ANSWERS AND APPROPRIATE INTERVENTION ACTIVITIES. (87 9008)