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The MTA also 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 times and coordinating with special education and
The MTA also believes that education support professionals should have
time to meet with teachers and specialists when students are not present to
coordinate academic plans and expectations, which may include discussing
Individual Education Plans, daily lessons and behavior plans.
The MTA further believes that, in order for the educator to spend adequate
time on instructional duties, the paperwork and electronic communication burden
on the practitioner must be taken into consideration in defining a reasonable
workload. (07, 11, 18)
Proposed new Resolution E- 5
Safeguarding Educational Commons
The MTA recognizes that educators contribute to the public good through the
development of an educational commons. Therefore, the work of educators must
be steadfastly guarded from commercialization by state and market forces that
expropriate their intellectual labor. ( 18)
The committee approved striking current resolution F- 2, “Education
Professionals, Substitutes and Education Support Professionals: Compensation
and Working Conditions,” and replacing it with two new resolutions, now
numbered F- 5 and F- 6. Section F would be renumbered accordingly.
Proposed new Resolution F- 5
Education Support Professionals’ Compensation
The Massachusetts Teachers Association believes that education support
professionals perform a vital function in the continuity of daily education, are
essential to the maintenance of daily operations, and should be accorded the
same rights and respect as all other members of the teaching staff.
The MTA recognizes that current levels of compensation and existing
working conditions for many education support professionals are inadequate,
unrealistic, and often demeaning. Therefore, the MTA strongly urges the
adoption of competitive compensation and appropriate working conditions for all
education support professionals.
The MTA supports adequately funded initiatives to provide additional pay
(a) experienced, qualified education support professionals who agree to
work in hard-to-staff programs or schools; and,
(b) experienced, qualified education support professionals who take on
additional instructional leadership or educational management roles.
Compensation for education support professionals should be sufficient
to provide them with a living wage. A living wage is the lowest salary level
required to enable a family to be economically self-sufficient based on the cost
of living in the community. ( 18)
Proposed new Resolution F- 6
Compensation for Substitutes
The Massachusetts Teachers Association believes that substitutes perform
a vital function in the continuity of daily education, are essential to the
maintenance of daily operations, and should be compensated fairly and treated
The MTA further believes that substitutes in long-term assignments should
receive additional pay reflecting the added work intrinsic in such a role. ( 18)
All current resolutions are posted on the MTA website. To review the
resolutions and bylaws, please visit www.massteacher.org/resolutions.
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