Continued from previous page
The MTA opposes disproportionately relying on punitive and zero-tolerance
measures that contribute to the “school-to-prison pipeline” in which children are
funneled out of public schools and into the juvenile and criminal justice systems.
Zero-tolerance policies that criminalize minor infractions tend to have an adverse
impact on low-income children, students with disabilities and students of color.
(76, 77, 78, 81, 89, 99, 08, 18)
Proposed revised Resolution C- 14
Media, Games, Products and Children
The Massachusetts Teachers Association recognizes that children are an
especially vulnerable and easily exploited audience who must be protected from
exposure to violence, prejudice, sexual content and stereotyping by mass media,
the Internet and products that are accessible to children.
The MTA encourages the producers of mass media and managers of media
platforms to select and use age-appropriate subject matter in their products
targeted at children and for owners of media platforms to closely monitor content
being developed for children. The MTA also encourages all radio and television
programming executives, when determining the appropriateness of program
subject matter and the development of broadcasting schedules, to consider
children’s ages. The MTA further encourages advertisers and media professionals
to use standard grammar and correct spelling and to refrain from the use of
stereotypical and/or discriminatory terminology and profanity.
The MTA encourages the producers of games and toys to make explicit to
consumers, prior to purchase, the nature of a product’s content through specific
labeling. The MTA believes that regulations restricting the purchase of games
and toys based on age appropriateness should be developed and enforced. The
MTA deplores exposing children as consumer test groups to violent interactive
games and products in order for manufacturers to determine how to increase or
refine the violent content for the express purpose of increasing sales.
The MTA also believes that, through media literacy education, education
employees, parents/guardians and children must become critical users of mass
media, the Internet and other products accessible to children. The MTA further
encourages its local associations to provide means for education employees
to assist parents/guardians in the selection of appropriate media, games and
products for their children. (03, 18)
Proposed revised Resolution C- 21
The Massachusetts Teachers Association believes that proper nutrition
is essential to child student development and student success. Food service
programs should be provided by employees of the local district or campus.
School food service programs must be nutritionally sound, appealing, and
affordable and appropriately sized. Serving sizes should be appropriate for
various age groups within a school. A choice of nutritious beverages and plant-based foods should be available.
The MTA also supports nutrition programs that are regulated by uniform
standards, readily accessible, are medically correct for students and employees
who have special, documented dietary needs, and are supported by public funds.
The MTA believes that the way public funds are allocated for school food
service programs must maintain quality and appropriate levels of service. ( 15,
Proposed revised Resolution D- 5
Racial and Ethnic Diversity in the Education Profession
Proposed revised Resolution D- 11
Evaluation of Personnel
The Massachusetts Teachers Association accepts the concept of educator
accountability for the provision and maintenance of high-quality education when
and where educators have a significant role in the formulation of goals, policies
It is imperative that local associations The MTA supports the requirement
that local associations bargain educator evaluation instruments appropriate to the
roles of the individual educators and their use for the improvement of instruction,
professional growth and education personnel accountability. The Massachusetts
Teachers Association MTA believes that the primary goal of evaluation should be
improvement of instruction.
The MTA believes that the establishment of performance criteria within
evaluation must ensure that objectives are attainable and that evaluation takes
into account all community and environmental factors that affect the learning
process, including adequate funding.
While evaluations may be used in some employment decisions, eEvaluations
should not be used to adversely affect an educator’s license.
The MTA further believes that education support professionals should be
evaluated consistently and comprehensively, including observation and feedback
by a contractually designated evaluator who understands the role of the ESP.
The MTA further believes that state education associations must be
integral to the establishment of any performance criteria promulgated by the
Commonwealth. (73, 85, 90, 10, 15, 18)
Proposed revised Resolution D- 14
Teacher Licensure of Coaches
Educators as Athletic Coaches
The Massachusetts Teachers Association believes that the essence of
interscholastic sports is to promote the growth, health, character and participation
of all students. The MTA supports the concept that district-employed educators
be provided first consideration for athletic coaching positions. all athletic coaches
who are responsible for this facet of education shall be teachers licensed by the
Massachusetts Department of Elementary and Secondary Education, and that
they shall be subject to the provisions of the collective bargaining agreement in
the system in which they are employed as coaches. (84, 09, 18)
Proposed revised Resolution E-1
The Massachusetts Teachers Association believes that academic freedom is
essential to teaching and learning.
The MTA supports critical theories of education, which acknowledge that
schools are instruments of political power. The MTA supports approaches to
education that go beyond teaching adaptation to power and that encourage
questioning, contesting and transforming government and market authorities and
The MTA further believes that academic freedom includes the right of
educational professionals to determine the content, sequence and organization of
programs of learning (curriculum and/or syllabi).
Therefore, the MTA opposes any attempt to restrict or legislate the selection
of educational materials for classroom and library use. (92, 11, 18)
Proposed revised Resolution E- 4
Time to Teach
The Massachusetts Teachers Association believes that “time to teach” refers
not only to those hours during which an educator is actually teaching, but also
applies to those conditions that contribute to the student-teacher relationship.
There should be a reasonably defined workload and unencumbered planning time
during the student day for employees to meet their responsibilities.