Standing rule amendment is proposed
The following is proposed Standing Rule Amendment #1. It would revise Section 6 of Rule 6, Order of
Business and Debate. The present text is in the left column. Proposed revisions are indicated by bold text and
strikethroughs in the right column.
PRESENT TEXT: PROPOSED AMENDMENT:
Rule 6. Order of Business and Debate
Section 6. No member shall speak in debate more
than twice to the same question during the same
meeting, nor any longer than three ( 3) minutes at one
time, unless permission is granted by majority vote
of the meeting(s). No delegate shall speak using a
yellow card for more than one (1) minute at one time
unless permission is granted by majority vote of the
meeting(s).
Rule 6. Order of Business and Debate
Section 6. No member shall speak in debate more
than twice to the same question during the same
meeting, nor any longer than three ( 3) minutes at one
time, unless permission is granted by majority vote
of the meeting(s). No delegate shall speak using a
yellow card for more than one (1) minute at one time
unless permission is granted by majority vote of the
meeting(s). A request for a legal opinion relative to
the wording of the motion on the floor shall not be
considered as part of the one (1) minute speaking
time.
Submitted by:
Kerry Costello, Andover
MTA Bylaws and Rules Committee:
Recommends Rejection (8-1)
MTA Board of Directors:
Recommends Rejection (47-12)
Impact statement:
The language would allow a member to raise the issue
of a legal concern, receive a response and then have one
(1) minute to follow up.
M TA Resolutions are the association’s statements of principle on issues relating to members, public education, the welfare
of students and human and civil rights.
Resolutions may be submitted by any member to
the Resolutions Committee by the second Friday in
January.
They also may be submitted by the end of
business on Friday at the Annual Meeting of
Delegates. In addition, the committee may propose
resolutions.
All resolutions submitted are considered by
the committee, and those submitted in time are also
brought before the Board of Directors. To become
an official position of the MTA, a resolution must be
adopted by the delegates at the Annual Meeting.
The proposed revisions printed in this edition of
MTA Today were recommended by the Resolutions
Committee. The Board voted on March 23 to
recommend passage by the delegates.
A section of the current resolution that has a line
through it is proposed for elimination; a section that
is underlined is a proposed addition.
All current resolutions are posted on the MTA
website. To review the resolutions and bylaws,
please visit www.massteacher.org/resolutions.
Proposed revised Resolution A- 7
Access and Funding for Higher Education
The Massachusetts Teachers Association believes that all qualified
individuals are entitled to equal access to a debt-free college education. The MTA
urges that the state Legislature fund public higher education at a level that will
guarantee access to a quality community college, state college, or state university
education for all qualified residents of Massachusetts.
The MTA believes that increases in tuition and fees should not be substituted
for adequate state funding.
Furthermore, the MTA opposes any federal or state cutbacks which would
reduce the amount of financial aid to students and which would limit access to
higher education for middle- and low-income families.
The MTA believes that no financial aid from the Commonwealth should be
provided toward tuition for any for-profit colleges or universities. (85, 89, 99, 18)
Proposed revised Resolution A- 19
Public School Evaluation
The Massachusetts Teachers Association recognizes the importance of fair
and impartial public school evaluation and accreditation in the Commonwealth.
Accordingly, the MTA supports educationally sound criteria for the selection of
evaluators used by the New England Association of Schools and Colleges.
The MTA also opposes school accountability measurements, especially
those tied to high-stakes standardized testing, that perpetuate systemic racist
and socioeconomic discrimination in the form of state receiverships, which
often deny communities of color and economically disadvantaged communities
democratic local control of school systems. (74, 18)
Proposed revised Resolution C- 10
Disruptive Students
Protecting the Learning Environment
The MTA recognizes that students learn best in a safe and orderly
environment. The MTA, therefore, believes that both regular and special
education students who are chronically disruptive exhibit chronically disruptive
behaviors should be removed from their regular school programs. provided the
necessary supports and resources to be successful and, in some cases, may need
to be placed in alternative programs that can meet their individual needs and
protect the learning environment for all students and staff.
The MTA also believes that these disruptive students must be provided with
alternative school programs, including mandatory rehabilitation programs and
psychological services.
The MTA further believes that new state funds must be allocated for these
programs. (00, 18)
Proposed revised Resolution C- 11
School Violence and Criminal Behavior
Disciplinary Policies and Restorative Practices
The Massachusetts Teachers Association deplores the increase of violence
and criminal behavior in the schools.
The Association believes that it is in the best interest and safety of all
students and staff if school employees are immediately informed of risks posed
by students who have a history of violent or threatening behavior.
The MTA also supports the establishment and implementation of a well-publicized and uniformly enforced discipline code by each school district, in
consultation with educational personnel and parents, to provide an orderly
learning environment.
believes that students learn best in a safe and peaceful environment. Safe and
peaceful learning environments need to be supported by consistent and effective
disciplinary procedures in combination with preventive and restorative practices
built through strong community relationships.
The MTA believes that frequent disruptions can only be effectively
addressed by comprehensive approaches that dedicate sufficient resources for
the development of systemwide solutions involving multiple stakeholders. These
solutions must balance protecting the learning environment from disruption,
protecting students and staff from risks posed by students who have a history of
violent or threatening behavior, and protecting the rights of all students to dignity
and fair treatment. This should include proper notification to school staff of the
risks posed by students with a demonstrated history of violent or threatening
behavior.
